National Technical Insititute of Academy ( NtiAcademy)

Auto Mobile repairing

2019-11-10T19:08:00.001+05:30

In just three years, Seattle-based Wrench has expanded into all 50 states, swallowed two similar startups and raised more than $30 million.

The company’s app allows vehicle owners to book house calls for such problems as battery and radiator replacements, oil changes and brake jobs. Wrench announced this week it has raised $20 million in its most recent round of funding, led by Vulcan Capital. Longtime investor Madrona Venture Group, along with Tenaya Capital and Marubeni Corp., participated as well.

“There’s a ton of really cool technological advancements going on in the auto industry, especially in the way people buy cars,” said Ed Peterson, CEO and co-founder of Wrench. And yet, he added, “How people take care of their cars really hasn’t changed.”

The funding will drive growth for a company that has been expanding at rapid pace. Since it was founded in Seattle in 2015, Wrench has crept into big cities from Phoenix to Miami, and plans to expand into Canada after it acquired Fiix and its 80,000 customers last month.

“Wrench’s technology-enabled mobile mechanic service saves customers time and money, resulting in high customer satisfaction and lifetime value,” said Stuart Nagae, director of venture capital at Vulcan Capital, in a statement.

A 2017 study by Cox Automotive Group found 60% of car buyers’ shopping happened online, and 56% of online car-shopping happened via smartphone. Companies are taking note. Joydrive, another Seattle-based startup that allows customers to buy, lease and sell used cars online, has expanded to 14 cities. Bellevue-based 321 Ignition helps dealerships get a piece of the action by building comprehensive, mobile-friendly websites for customers to browse models and finance options before they approach dealerships to test drive. Carvana, Shift and Vroom operate in similar marketplaces.

But Wrench is one of a few car-repair services that are taking advantage of online models.

Nick Gorton, vice president of product innovation at Edmunds, an online automotive retailer and industry resource, said digital retailing in the automotive industry “has kicked off in earnest over the last 24 months.” Customers, he says, “want to build a deal online. They don’t want the old experience of negotiating.”

That’s why startups dealing with cars, including Wrench, offer quotes online instead of requiring customers to pick up the phone or drive to a dealership or auto body shop. And most deliver their products or services straight to the door.

“You see a growing culture of convenience,” Peterson said. “Uber at a push of a button. Movies on demand.”

Wrench says its service saves customers up to 30% on maintenance compared to dealer services, and an average of three hours of traveling and wait time by making the diagnostic process easier. Instead of asking customers to use their car’s on-board diagnostic system to troubleshoot the myriad of subsystems within the car, or to drive to a dealership or repair shop, Wrench uses conversational artificial intelligence to ask users questions about their cars long before a mechanic arrives, with help from a master list of on-board diagnostic system information.

“One of our goals was to diagnose a car without ever seeing it,” Peterson said. “How do you use technology to be able to narrow down those answers to questions to troubleshoot?”

Of Wrench’s 270 employees, about 100 are mechanics certified by the National Institute for Automotive Service Excellence, scattered across the country, who have worked on around 10,000 vehicles collectively. About 60 employees and 15 mechanics operate in Seattle. Peterson said the company made a choice not to contract with mechanics, believing full-time employees would improve its service.

“I can walk your dog or drive a car. I can’t fix your car,” Peterson said. “Mechanics are skilled technicians … you have to support them correctly.”

Wrench raises $20M to ratchet up growth of tech-powered car repair platform.

Technology has helped the auto industry make tremendous strides, from fuel efficiency improvements to the promise of self-driving cars, but getting cars fixed hasn’t changed much. Seattle startup Wrench just raised $20 million to modernize that process.

Wrench employs “mobile mechanics” around the country that come to the customer to do repair jobs without a physical shop or dealership. Repairs can be done anywhere from an office parking lot to a downtown parking garage to a customer’s driveway.

Auto Mobile repairing NtiAcademy

Wrench has now raised a total of $40 million and serviced more than 100,000 vehicles in its three years of existence. The service is live in parts of all 50 states and the District of Columbia.

Wrench CEO Ed Petersen. (Wrench Photo)

Wrench plans to use the cash infusion to expand to more markets, add additional repair services and bring in new executive-level employees and mechanics. Vulcan Capital, the investment arm of the late Paul Allen, led the Series C round, with participation from Madrona Venture Group, Tenaya Capital and Marubeni Corporation.

Wrench has been referred to as an Uber for car repair, but unlike the ride-hailing giant, Wrench does not offer a marketplace matching customers and independent contractors. It employs the mechanics directly, and it offers a a one-year, 12,000-mile guarantee on parts and labor.

“Pure marketplaces work well for commodity things like driving a car or walking a dog, and it’s a great model for them,” Wrench CEO Ed Petersen told GeekWire. “But being a mechanic, these guys go to school for a long time; they spend a lot on tools. It’s a skilled position, and they need direct support.”

The company has about 270 employees, and 100 of them are mechanics.

Founded in 2016, the company is primarily known for its consumer business. However, in the last year it has quietly built up a formidable fleet business, sending its mechanics on jobs for big transportation companies. Every second a vehicle is down it costs those companies money, and Wrench says it can turn around repairs much faster than dealers or other mechanics and reduce costs by up to 30 percent.

The company wouldn’t go into much detail about its fleet customer base, but Petersen did say Wrench services Garda’s armored cars, and it is working on a pilot project with a “large delivery company.” It also works with the United States Postal Service and has deals with smaller companies such as Seattle-based mechanical contractor MacDonald Miller.

RELATED CONTENTCheck out GeekWire's list of recent Seattle and Pacific Northwest startup funding deals.

Wrench has serviced fleets for several years, but the company really kicked that part of the business into high gear in the last year. Wrench brought in April Garbusjuk, a former Oracle sales executive, as vice president of sales, and Petersen said she has been instrumental in streamlining the fleet business.

Wrench also has a logistics platform to track maintenance and anticipate repairs before they need to happen. The software platform is free for enterprise customers, and Wrench makes money on the repair jobs.

Wrench ties into a vehicle’s on-board computer and diagnostic systems and interprets error codes. It has a conversational artificial intelligence engine that learns to ask the right questions about car problems over time.

“Our dream is to be able to diagnose a vehicle without ever seeing it,” Petersen said.

Auto Mobile repairing NtiAcademy

The Wrench team. (Photo via Wrench)

Petersen co-founded Wrench with Doug Stevens and Casey Willis. He and some of his current colleagues founded and sold Intelius, a public record search company, and TalentWise, which does background checks and other screening services.

The new round comes a month after Wrench acquired Toronto-based competitor Flix. The deal brings Flix’s 80,000 North American customers under Wrench’s umbrella. A year before that Wrench acquired Otobots, a Chicago-based company that operated a similar mobile repair marketplace.

Wrench’s primary competition is YourMechanic, a more mature company based in the San Francisco Bay Area. Like Wrench, YourMechanic has an enterprise service, but is different in that it uses independent contractor mechanics.

Petersen said the market for mobile car repair is getting bigger, thanks to the prevalence of apps that simplify major services. Younger generations expect a level of service that has long been missing from areas like car repair.

“They expect that culture of convenience; hit a button and someone will come to you,” Petersen said.

Wrench Announces $20M Series C to Bring Highest Quality Vehicle Maintenance and Repair Services to More Doors Across U.S.

Led by Vulcan Capital, Funding Will Fuel Internal Company Growth, Further U.S. Expansion and Broaden Offerings in Current Markets

SEATTLE, Nov. 7, 2019 /PRNewswire/ -- Wrench, the mobile vehicle maintenance and repair solution that brings dealer-quality service directly to consumers and fleet customers across the U.S., today announced a $20 million Series C funding round led by Vulcan Capital, with additional participation from Madrona Venture Group, Tenaya Capital and Marubeni Corporation.

Wrench, Inc. https://wrench.com/ (PRNewsfoto/Wrench, Inc.)

The funding will accelerate Wrench's growth, allowing the company to further spread its service-area footprint to untapped markets. Wrench also has plans to hire new executive-level employees, expand mechanic service offerings and add additional mechanics in key target markets.

"Busy consumers need a simple scheduling and vehicle diagnosis system to deliver repair and maintenance services without the hassle of the waiting room," said Ed Petersen, CEO of Wrench. "With full-time, trusted mechanics and world-class operations supporting both vehicle owners and the staff that serves them, Wrench has provided convenience, competitive pricing and unmatched quality repairs to over 100,000 vehicles. As Wrench continues to grow and expand both our service offerings and footprint, we look to bring our convenient solution to many more consumers and commercial fleets across the country."

Wrench allows users to schedule vehicle maintenance and repair service with full-time, ASE-certified mechanics who travel directly to the customer's destination of choice. Wrench mechanics make the experience hassle-free, servicing cars and trucks of varying makes and models with unparalleled quality of service. Every Wrench repair or service includes a one-year, 12,000-mile warranty and an extensive vehicle inspection with a report delivered to the customer.

On average, using Wrench saves vehicle owners upwards of three hours of travel and service time, reducing the stress of vehicle maintenance and repair. Wrench also saves users as much as 30 percent on vehicle maintenance and repairs when compared to traditional dealer service departments.

"Consumers are embracing on-demand services that make their lives better. Wrench's technology-enabled mobile mechanic service saves customers time and money – resulting in high customer satisfaction and lifetime value," said Stuart Nagae, Director of Venture Capital at Vulcan Capital. "With more than 270 million vehicles in the United States, the opportunity is enormous."

The funding comes on the heels of Wrench's acquisition of Canada-based mobile automotive mechanic startup Fiix. Fiix provided mechanic services to more than 80,000 customers within their North American network. The acquisition will allow Wrench to unlock new customers across the United States, as well as strengthen Wrench's growing fleet services business.

For more information on Wrench, visit www.wrench.com.

About WrenchWrench is the mobile vehicle maintenance and repair solution that brings dealer-quality service directly to consumers and fleet customers across the U.S. With full-time, ASE-certified mobile mechanics, Wrench provides full-service auto repairs and maintenance that users can schedule at their location of choice via the Wrench mobile app. Each Wrench service request comes with a fixed price or customized quote, with savings of as much as 30 percent versus traditional dealer service repairs. Wrench performs a wide range of repairs and maintenance on all types of cars and trucks, saving users money, hours of travel and waiting room boredom. Wrench is a privately held company headquartered in Seattle, WA with investments from major venture capitalists, including Madrona Venture Group, Vulcan Capital and Tenaya Capital and Marubeni Corporation. To learn more, please visit: www.wrench.com

NtiAcademy International computer literacy

2019-11-10T00:56:00.001+05:30

International Study Finds Major Inequities in Computer Literacy

NtiAcademy International computer literacy

Having access to a computer or tablet doesn't necessarily make students computer literate, according to a study released Tuesday that looked at computer literacy rates across a dozen countries.

The study also found greater variation in achievement levels within each nation than it found between countries, said Dirk Hastedt, the executive director of the by the International Association for the Evaluation of Educational Achievement, which released the analysis. That points to a major equity issue, he explained.

For instance, students in the 95th percentile when it comes to computer literacy skills in one of the highest-scoring countries who participated in the study, South Korea scored an average of 682 on the assessment. (The scale was 1 to 700.)

That's only 118 points higher than those in one of the lowest scoring countries, Kazakshstan. But it's a whopping 312 points higher than the lowest 5 percent of students in South Korea.

NtiAcademy world computer literacy

On average, students of higher socio-economic status, as measured by family conditions such as parental occupation and education, and the number of books in the home, had significantly higher computer literacy scores.

For instance, students who reported that their parents had a bachelor's degree or higher scored an average of 518. Those whose parents did not hold a bachelor's degree scored an average of 487. And those who reported having a parent with high occupational status scored an average of 522, compared to 485 for those with parents of low-to-medium occupational status.

The countries and states that participated in the study include Chile, Denmark, Finland, France, Germany, Italy, Kazakhstan, South Korea, Luxembourg, Portugal, Uruguay, and the United States. Other parts of those countries—including Moscow in the Russia Federation and North Rhine-Westphalia in Germany, joined so they could benchmark their results against other nations. The U.S did not meet the participation threshold for the study, so its results aren't as considered as comparable.

Middling Performance From U.S. Students

Denmark and South Korea were the top performaers on the assessment. The United States scored in the middle of the pack. Researchers conducted a 40-minute assessment for a sample group of students, and a background questionnaire for teachers, principals, and technical coordinators. The IEA assessed more than 46,000 students, 26,000 teachers, and 2,200 schools in 14 countries and territories for the study.

In evaluating students' computer literacy, the study considered students' ability to do things like edit digital photographs, create a database using Microsoft or Access, write or edit text for a school assignment, search for relevant information for a school project on the internet, creating a multimedia presentation, or judge whether you can trust information you find on the internet.

The study found that if a student doesn't learn such skills at home, it's unlikely that their teacher will be able to fill in the gaps, Hastedt said.

"Certain things you need to know in today's world are not taught in school," Hastedt said. "Teachers think students already know it, and this is not true."

What's more, teachers themselves may not be proficient at some computer-literacy skills. While 95 percent of teachers said they were comfortable using the internet to find resources, just 57 percent said they were confident in using digital tools for online collaboration.

"Teachers don't feel self-confident in using computers," Hastedt said. "We make sure that there are devices in schools but we don't necessarily make sure that the teachers" understand how to help students learn to use them effectively. In part it's a generational issue, he added. The study saw a huge difference between younger teachers—defined as those younger than 40 and older teachers when it comes to how comfortable educators were in helping students learn to use devices.

"There's a clear need to get all of our teachers up-to-speed," Hastedt said.

Strong Showing for Girls

And overall, girls outperformed boys on computer literacy skills. They scored an average of 505, compared with 498 for boys. That tracks with the results of the National Assessment for Educational Progress in Technology and Engineering Literacy (TEL), which also found girls significantly outpacing boys. It's also consistent with the last time the study was conducted, in 2013.

computer literacy

"Most people think boys are better in computers and tech, but this is not what we found," Hastedt said. "It's actually the girls who do better."

The biggest surprise of the report? Not much has changed since the last survey in 2013.

"Computers are used in very old fashioned ways," Hastedt said. "Basic computer literacy skills are not taught to all students."

Image: Getty

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U.S. Eighth-Graders Outscore International Peers in Computer and Information Literacy

Most U.S. eighth-graders struggle with determining credibility of online information

WASHINGTON, Nov. 5, 2019 /PRNewswire/ -- U.S. eighth-graders scored above the international average for computer and information literacy, according to the results of an international study released today of how well prepared students are for today's digital learning and working environments. However, this study also shows that most eighth-graders struggled with some key skills, such as determining the credibility of online news and information.

The International Computer and Information Literacy Study (ICILS) measures eighth-graders' ability to use computers to investigate, create, participate, and communicate at home, at school, in their future workplace, and in their communities. The 2018 study's results were released today in the United States by the National Center for Education Statistics (NCES). This is the first time that U.S. ICILS data are available.

"The study shows that the idea of the 'digital native' is more myth than reality," said Peggy G. Carr, associate commissioner for assessment at NCES. "Today's eighth-graders were raised in a world in which computers and smartphones are commonplace, but the majority of them were unable to execute basic tasks independently. Clearly, we have work to do to ensure that our students are prepared to use digital devices to successfully navigate all aspects of life."

Ninety percent of U.S. students demonstrated a functional working knowledge of computers as tools and were able to complete simple tasks, such as opening a link in a new browser tab. Just 25 percent of U.S. eighth-graders were able to independently use computers as tools (e.g., for gathering information or managing work) and successfully distinguish the reliability of web-based information. The assessment found that girls in the U.S. and internationally scored higher than boys in computer information literacy.

"This finding on gender differences aligns with the National Assessment of Educational Progress results in 2014 and 2018 in the technology and engineering literacy assessment, in which girls outperformed boys," Dr. Carr said. "It's encouraging to see that this finding has been corroborated globally, and it is another signal that girls can succeed in STEM courses and careers."

In addition to computer and information literacy, ICILS also measured a new, optional domain for the first time in 2018: computational thinking. Nine education systems, including the United States, tested computational thinking, which is the type of thinking used when programming a computer. It involves conceptualizing problems (through algorithmic or systems thinking) and operationalizing solutions (creating, implementing, and evaluating computer-based solutions to problems). The overall U.S. score for computational thinking was not measurably different from the ICILS average.

For computational thinking, the United States had larger percentages of students at both the highest and lowest performance levels (20 percent and 35 percent, respectively) compared to other participating education systems. Students at the highest level demonstrated an understanding of computation as a problem-solving network—meaning they could evaluate and implement efficient solutions to complex coding problems using non-linear and conditional logic. Students at the lowest level, on the other hand, demonstrated a functional working knowledge of basic conventions of digital systems, such as simple coding and the relationship between input and output, but struggled to successfully demonstrate higher level skills and understanding.

ICILS also asked students and teachers about their experiences using information and communications technologies (ICT).

Eighty-six percent of teachers "agreed" or "strongly agreed" that ICT was considered a priority for use in teaching at their schools, which was comparable with the ICILS average. Higher percentages of U.S. teachers than the ICILS average reported participating in professional learning ICT activities, such as training on subject-specific digital teaching and learning resources (70 percent compared with 50 percent).

However, just half of U.S. teachers reported using ICT when teaching, which was on par with the ICILS average. Students in education systems where a higher proportion of teachers reported using ICT in their teaching tended to outperform U.S. students overall in both computer and information literacy and computational thinking.

Story continues

"The results of this study not only tell us that we can and must improve, they also help us better understand how to help students strengthen their digital capabilities," said NCES Commissioner James L. Woodworth. "While the majority of American students are learning some key digital skills from their teachers, other critical skills are self-taught. Only 1 in 4 students can evaluate the reliability of information they find on a webpage and evaluate information that might be biased."

ICILS is sponsored by the IEA (International Association for the Evaluation of Educational Achievement) and is conducted in the United States by NCES. This was the first time the United States participated in ICILS. Eleven other countries participated in ICILS in 2018:

Chile

Denmark

Finland

France

Germany

Italy

Kazakhstan

Luxembourg

Portugal

Republic of Korea

Uruguay

In addition, Moscow and Germany's North Rhine-Westphalia region participated as "benchmark" participants.

Other key findings for the U.S. include:

COMPUTER AND INFORMATION LITERACY

On a scale of 0–700, the average U.S. score was 519, higher than the ICILS 2018 study average score of 496.

U.S. girls outperformed boys. The average score for U.S. girls was 531, while the average scores for U.S. boys was 508.

The U.S. male-female score gap (23) was not significantly different from the study average (18). Only one education system had a larger gap—the Republic of Korea (39).

White students scored lower on average than Asian students and higher than their Black, Hispanic, Native Hawaiian/Pacific Islander, and American Indian/Alaskan Native peers, and peers of two or more races.

COMPUTATIONAL THINKING

On a scale of 0–700, the average U.S. score was 498, not significantly different from the ICILS 2018 average score of 500.

U.S. boys outperformed girls. The average score for U.S. boys was 502, while the average scores for U.S. boys was 495.

The U.S. male-female score gap (7) was not significantly different from the ICILS average (4).

Visit https://nces.ed.gov/surveys/icils/ to view the report.

The National Center for Education Statistics (NCES), a principal agency of the U.S. Federal Statistical System, is the statistical center of the U.S. Department of Education and the primary federal entity for collecting and analyzing data related to education in the U.S. and other nations. A part of the Institute of Education Sciences, NCES fulfills a congressional mandate to collect, collate, analyze, and report complete statistics on the condition of American education; conduct and publish reports; and review and report on education activities internationally.

The International Computer and Informational Literacy Study (ICILS) is a computer-based assessment of eighth-grade students that measures international differences in students' computer and information literacy: their ability to use computers to investigate, create, participate, and communicate at home, at school, in the workplace, and in the community. Starting in 2018, participating countries also had an option for their students to complete an assessment of computational thinking.

ICILS is sponsored by the IEA (International Association for the Evaluation of Educational Achievement) and is conducted in the United States by the National Center for Education Statistics (NCES). This study allows the U.S. to begin monitoring U.S. student skills and experience using technology compared to that of other nations, and to provide data on factors that may influence student computer and information literacy and computational thinking skills. The data collected through ICILS provide valuable information with which to understand the nature and extent of the "digital divide" and have the potential to inform our understanding of the relationship between technology skills and experience and student performance in other core subject areas.

CONTACT: Linda Hamilton, NCES, linda.hamilton@ed.gov, (202) 245-6360 ORSamantha Prior, Hager Sharp, sprior@hagersharp.com, (202) 706-7456

View original content:http://www.prnewswire.com/news-releases/us-eighth-graders-outscore-international-peers-in-computer-and-information-literacy-300951234.html

SOURCE National Center for Education Statistics

Computer use falls in primary schools

Despite almost universal access to computers and the internet in Ireland, there have been no major improvements to pupils’ access within primary schools.

Primary school students’ use of computers in school also dropped considerably within five years, from 46% saying they used computers in school regularly in 2011 to only 23% in 2016.

This brings Ireland well below the international average, according to a new report examining information and communication technology (ICT) the trends in .

Carried out by Eemer Eivers, on behalf of the Irish Primary Principals’ Network (IPPN), the report revealed a “sharp contrast” between pupils’ digital access at home and in school.

“In the period studied, Irish home access to ICT gradually increased, and currently exceeds international averages,” said Ms Eivers.

In 2016, 10% of Irish pupils had 11 or more digital devices in their homes, she said. However, almost half of Irish pupils said that they rarely or never used computers at home for schoolwork, which compares to an international average of 23%.

“This is baffling, given our high levels of home resources,” said Ms Eivers.

To put it in context, the only country in the Progress in International Reading Literacy Study with a larger percentage of children not using computers for homework was Morocco, and the only other county that came close to Ireland’s low levels of use was Iran.

New teachers — those working less than two years — were more likely to have pupils regularly use ICT in lessons, the report also found.

While this could indicate changes to teacher education or more engagement with digital technology, it could also be that younger teachers are more likely to work in urban settings, which have better connectivity, the report suggests.

Irish pupils are asked by their teachers reasonably frequently to use the internet for information retrieval such as looking up information, the report also found. However, activities such as learning how to critically appraise internet content, was less common. This is an area of concern for school leaders, according to Páiric Clerkin, IPPN chief executive.

“The rise of ‘fake news’ and the proliferation of unreliable online material means that understanding how to evaluate information sources is an essential part of digital literacy,” said Mr Clerkin.

Specific CPD modules for teachers and school leaders would help to address this.

Other issues flagged by the report include broadband connectivity, wifi coverage, as well as a lack of technical support skills.

A recent IPPN survey found that almost 45% of respondents indicated that ICT grants were spent on new computers for teachers and pupils. However, this does not address ongoing difficulties in providing technical support and maintenance.

The study, published today(FRIDAY), pre-dates increased funding from the Digital Strategy.

“While recent funding is very welcome, significant issues remain over inadequate broadband connectivity and lack of technical support,” Mr Clerkin said.

“These require a different approach and an acknowledgement of the unique challenges faced by primary schools.”

NtiAcademy Future Planning template

2019-10-03T23:33:00.000+05:30

NtiAcademy Future Planning template

Download Video

Cashless

2019-08-13T23:21:00.001+05:30

Cashless the country needs to move away from cash-based transaction towards a cashless (electronic) payment system to help reduce currency management cost, track transactions, check tax avoidance, fraud etc., enhance financial inclusion and integrate the parallel economy with the mainstream. India has a majority percentage of the population residing in rural areas and by and large, the literacy percentage is low in spite of the adult education program launched by the government. Higher rural population, late adoption of technology by the country, lack of awareness among potential users, optimum utilization of technology in hand, optimum marketing of e-delivery channels and security concern in use of e-delivery banking channels are some major issues causing hindrance in converting cash-rich Indian society to cash-late one. The present article deals with these issues by way of presenting some key challenges noticed during a survey in rural areas of Uttar Pradesh state of India. We have suggested some ways to promote a cash-late system among rural Indian society.

Introduction

India has a majority percentage of population living in rural areas and still in large areas, the literacy percentage is low in spite of the adult education program launched by the government1. In the country’s current context, the central government is talking about Cashless India, Digital India. As India is cash heavy society, we cannot make a cashless society overnight; it is impossible to remove all the physical money and to use digital money instead of physical currency. Of course, we can reduce the usage of cash and here the word “Cash-late” comes. We want cash-late society because the country is incurring $ 3.5 billion in currency operation (currency management) a year. Each day 35.6 billion of the new currency was printed, and 32.7 billion In other words, India’s love for cash costs $3.5 billion a year for its currency operation (this includes printing) of new currency, maintained of currency chest, ATM cost, & etc.) from printing to disposal of the soiled bank note and investment in counterfeit note detector machine. This is a substantial additional cost on the country. For minimizing it, we can reduce the usage of cash & lessen the dependency on cash and start using digital mode of payments instead of cash. With increasing digital technologies (i.e. micro ATM, ATM, White ATM, POS, mobile phone) in rural areas, there is a need for more effective financial inclusion approach which delivers sustainable services to the last mile customers in rural areas, especially women and lower socio-economic strata of the society. Also, it is increasingly clear that more focused attention is required in a decentralized manner to improve demand side capacities through sustained and customized financial literacy initiatives with localized content. To assess the situation in rural India, a research study was undertaken in the months of April-June 2018 to assess the situation at village level (in U.P. state) about digital literacy, usage of digital channels, key challenges in converting cash rich to the cash-late system by the rural community

Methodology

A mixed design approach method comprising of quantitative, qualitative and observation methods were used concerning the defined objectives. Focused Group Discussion (FGD) and In-Depth Interview (IDI) techniques were used as a qualitative research tool, and the structured questionnaire at the individual household level was used as a quantitative tool. The target group, research tool and methodology is depicted in Table 1 below. Table 1: Meta-analysis table Target group Description Research Instruments Research Design covered Households Gender mix (male Questionnaire Mixed (quantitative & female) & qualitative) Micro-ATM The BC agents appointed FGD Qualitative operator by banks to promote and manage financial services using micro-ATM Shopkeepers and All Shopkeeper where POS In-depth-Interview Qualitative other local business devices are deployed & enterprises not deployed Ten villages in Hasanganj block of Unnao district, Uttar Pradesh were selected for the study. An overall number of villages in Hasanganj block is 156 out of which customer service point (CSP) is available in 22 villages, and one of the criteria of selecting village was the availability of CSP (bank MITRE/bank Saki) which is deployed by the Graeme Bank of Aryavart. The first author surveyed total ten villages during his summer internship project (April 2018 to June 2018) where CSPs were available. The villages were selected by 4 clusters, and within a cluster, the village was selected randomly. Total no of sampling unit was 113, out of which 13 people/respondents don’t respond to the questionnaire. Therefore effective no of sample size was 100 individuals comprising age group from 18 to 80. The selection of individuals was made via snowball convenient sampling which was started with the help of CSP available in that particular village. A total of 100 individual responses were collected through questionnaire along with one focus group discussion with household and one focus group discussion done with BC agents working there. Results and Discussion Gender Mix - (Male-Female) Considering methodology and sample distribution as defined, the overall gender mix of actual respondents viz. male and female were found in the ratio of 60:40

Education People were found from various educational backgrounds, and 34% of respondents were having an education above secondary level while 13% people were illiterate

Mission

2019-07-15T16:11:00.001+05:30

NtiAcademy management team is a unique combination of experienced educationists, qualified and trained teachers and corporate manager , its strives to achieve the objectives of the organisation via continuous research, introduction of latest training methodologies and follow up to ensure adherence to set guidelines.

The Scheme is aimed at empowering the citizens in rural areas academy education and by Digital litreacy training them to operate computer or digital access devices (like tablets, smart phones, laptop,online examination etc.), send and receive e-mails, browse Internet, access Government services, search for information, undertake digital payment, etc. and hence enable them to use the Information Technology and related applications especially Digital Payments to actively participate in the process of nation building. Thus the Scheme aims to bridge the digital divide, specifically targeting the rural population including the marginalised sections of society like Scheduled Castes (SC) / Scheduled Tribes (ST), Below Poverty Line (BPL), women, differently-abled persons and minorities

What is NtiAcademy

2019-07-15T15:42:00.002+05:30

NtiAcademy HarGharSaksharDigitalSaksharAbhiyaan and Digital literacy Mission is the scheme to make ten (10) crore persons in rural areas, across States/UTs ,Academy education and digitally literate, reaching to around 80% of rural households by covering primary school to high school “Required age 3+ to 13+” from every eligible household.

The Scheme is aimed at empowering the citizens in rural areas academy education and by Digital litreacy training them to operate computer or digital access devices (like tablets, smart phones, laptop,online examination etc.), send and receive e-mails, browse Internet, access Government services, search for information, undertake digital payment, etc. and hence enable them to use the Information Technology and related applications especially Digital Payments to actively participate in the process of nation building. Thus the Scheme aims to bridge the digital divide, specifically targeting the rural population including the marginalised sections of society like Scheduled Castes (SC) / Scheduled Tribes (ST), Below Poverty Line (BPL), women, differently-abled persons and minorities

Who can be Academy educational patners

Basic requirements to become a training partner under HGSDSA&DL scheme is as follows:

A academy educational partner must be an organization registered in India, conducting business in the domain of education/ IT literacy for more than three years and having Permanent Income Tax Account Number (PAN) and audited statements of accounts for at least last three years.The institution/organization should be registered under any act of law in India, e.g., in the case of a company it must be registered with the Registrar of Companies, in case of Society, it must be registered with the Registrar of Societies and so on and so forth.The partner must have clearly defined objectives, well-documented processes and procedures covering the entire range of education/ IT literacy training and academy education

What is role of a of Academy educational partner under a sechme

A academy educational partner shall be responsible to own or set up the Academy educational in the identified Districts / Gram Panchayat/ cloud village that would impart Academy education and digital literacy training to the candidates.A academy educational partner shall be responsible for ensuring that the Academy centres adhere to the scheme requirements.A academy educational partner shall be accountable for monitoring the overall working of the centres under its purview. A academy educational partner shall be liable for accurate and timely reporting of the aforementioned work ascribed in respect of its Centres.Detailed Norms for the academy educational Partners shall be as per Standard Operating Procedure (SOP) published by NtiAcademy.

Digital village

2018-09-13T11:37:00.004+05:30

NtiAcademy management team is a unique combination of experienced educationists, qualified and trained teachers and corporate manager , its strives to achieve the objectives of the organizations via continuous research, introduction of latest training methodologies and follow up to ensure adherence to set guidelines

Aims & Objective

It has a distinct culture in the cradle of which promising children are progressively acquiring good traits, habits and education. Besides the school motto of Honour, Faith and Excellence it also upholds the essence of Indian culture and heritage as well as keeping its door pen to modern thought and scientific outlook. Aim of the school is to create a free and healthy atmosphere to inculcate the spirit of nationalism, brotherhood, a sense of discipline, gentle manners and refined tastes. Equal importance is being given to build a healthy and strong body physical exercise, games and sports. Maximum efforts are being put in to build a healthy and strong body by physical exercise, games and sports. Maximum efforts are being put in to galvanize the hidden talents of students, build their confidence and create awareness so that when they grow up they may be ready to face the competitive world. Students have been encouraged to participate in different field of extra-curricular activities like inter-School, Fancy dress competition, Science and General Knowledge quiz etc. English is the medium of instruction and Hindi as National language is taught from Beginner Computer is taught from Class 1 onwards.· To Strive for excellence in all we do, based on agreed values.

·         To offer a broad, balanced, coherent and relevant curriculum with high standard to teaching and learning.
·         To enable all learners to achieve their full potential irrespective of academic ability, gender , race and culture.
·         To help to develop adaptable, creative and motivated individuals who can take responsibility for their own learning and also work effective in teams.
·         To encourage everyone to reach their own informed judgment's and decisions and to act upon them responsibly.
·         To develop self-discipline and tolerance as well as respect for themselves and others.
·         To Foster positive, supportive and stimulating relationships with all members of the school community and the wider worlds.
·         To provide a caring environment in which everyone feels that their efforts and contributions are valued.
Come and join the very successful partnership our school and its staff has established. In keeping with the vision of the NtiAcademyEducational Society which aims at preparing Global citizens and agents of social change committed to Humanistic values and Democratic Traditions, we at my academy araria district aim to make our school.·         Create responsible global citizen with global understanding and a real concern for environment.
·         A learning community of motivated students and staff engaged in active learning through the best use of modern technology.
To inspire and in still strong and enduring values and ethics and thereby equip young minds to face all challenges in life successfully.

Digital India || NtiAcademy

2018-07-23T02:01:00.002+05:30

Our aim is to achieve the vision of Digital India, where every Indian is digitally empowered and every information is digitally available. Digitize India Platform ...
हमारा लक्ष्य डिजिटल इंडिया के दृष्टिकोण को प्राप्त करना है, जहां हर भारतीय को डिजिटल रूप से अधिकार दिया जाता है और हर जानकारी डिजिटल रूप से उपलब्ध होती है। डिजिटाइज इंडिया प्लेटफार्म ...

Swachh Bharat mission || NtiAcademyy

2018-07-23T01:43:00.001+05:30

स्वच्छ भारत अभियान एक विशाल आंदोलन है जो स्वच्छ भारत बनाने की कोशिश करता है। स्वच्छता महात्मा गांधी के दिल के बहुत करीब थी। एक स्वच्छ भारत है ...स्वच्छ भारत अभियान भारत में एक अभियान है जिसका उद्देश्य भारत के शहरों, छोटे शहरों और ग्रामीण इलाकों की सड़कों, सड़कों और बुनियादी ढांचे को साफ करना है।
The Swachh Bharat Abhiyan is a massive movement that seeks to create a Clean India. Cleanliness was very close to Mahatma Gandhi's heart. A clean India is ...

Swachh Bharat Abhiyan is a campaign in India that aims to clean up the streets, roads and infrastructure of India's cities, smaller towns, and rural areas.