Expanded the team from 9 to 50 members, and leading the new social program to improve student learning outcomes (foundational literacy as per NIPUN Bharat Mission and socio-emotional skills) in primary government schools of rural Karnataka. We have a unique model of training government teachers. Our philosophy is that seeing is believing and leads to behaviour change. The teacher training has 2 parts - classroom demonstrations (80 hours) and interactive workshops (20 hours). The intervention is implemented during regular school hours, using innovative teaching methods and demonstrations of best practices. At the heart of this intervention is the day-to-day collaboration of the program teacher and the government teacher which results in the latter adopting the best practices of teaching.Since 2019, we have trained 450 government teachers and improved literacy and social-emotional skills of 13,000 students in more than 200 primary grade (classes 1-3) schools. The program has collaborated with University of Stanford for impact evaluation through the rigorous Randomised Controlled Trials methodology. The program has also partnered with the state government, and the expansion to 9 neighbouring districts is being planned under the guidance of Additional Commissioner of Education, Dharwad division of Karnataka. The long-term goal is to create a model path for educational interventions all over the world which want to improve their country's present education system by leveraging existing inputs.

Managed two impact evaluation projects through the rigorous Randomised Controlled Trials (RCT) method. The projects have been guided by Stanford University. The first project is a large-scale cluster RCT that evaluates the effectiveness of a comprehensive and in-depth teacher training program in improving student literacy and socio-emotional skills as well as improving government teachers' capacity to use best practices of teaching and classroom management. The sample size is 140 schools, 235 teachers and 8000+ students and the evaluation is happening at baseline, endline, and follow up stages. The second project was a large-scale individual-level RCT that examined whether using telemonitoring to regularly engage poor, rural parents in their children’s schoolwork can stem learning losses due to the Covid-19 pandemic. The sample size was 1126 students and 563 parents. Led a team of two to organise the processes and systems used to collect the necessary baseline and follow-up survey data. This has included creating questionnaires, detailed survey protocols, setting up assessments and surveys in the SurveyCTO software platform, hiring and training 110 enumerators and 8 field supervisors across a wide geographic region, cleaning data and conducting data quality checks using R programming, and analysing data.

- Part of the founding team of the new business model which used microfinance to fund the construction of farm ponds for 1000 rural farmers which resulted in increasing their income by at least 2x.- Handpicked by the Founder to manage and lead team meetings and coordinating with multiple stakeholders including banks (SBI, NABARD, HDFC Bank), senior leadership of DF, and program management team.

1. Designed, executed and analysed the "Needs Assessment" of an education program (Skill in Village) which aims to improve the life skills of secondary school students in rural areas.2. End-to-end management of third-party impact evaluation of social programs in agriculture and education.3. Developed funding strategy, proposals, pitch decks, and other collaterals to raise funds and managed 9 clients (CSR and philanthropic investors).

As Lead - Water Systems, spearheaded the team of 3 to design and install the following successfully: a) the plumbing system of the 2500 square foot home to deliver 60 litres of water in 10 minutes (hot and cold) and other performance parameters of the competition, b) the wastewater treatment system with a capacity of 1 kilolitre per day that has zero liquid discharge and minimum energy consumption (8 watts/person),c) the rainwater harvesting system with a capacity of saving 500 litres of water. As Core Member, my responsibilities included team building, overall project management, and I successfully mobilised sponsorship support from 3 companies – KiTEC, EcoTec and Sintex.

1. Worked on implementation of CSR project of HAL to rejuvenate a water body in the village Gawandh in Nashik district of Maharashtra. 2. Conducted Participatory Rural Appraisal activities with the Gawandh community to understand the present status of socio-economic resources in the village and how to leverage it for village development. 3. Studied 21 Anganwadis from ISO certification lens - Is ISO Certification really a boon ?4. Study of Water security for the Gawandh village.

- Instrumental in setting up Centre of Excellence for Efficiency and Performance Improvement under the guidance of ex-ED, NTPC. - Formulated objectives, scope of work, instruments required and knowledge resources forCentre for Excellence in Efficiency and Performance Improvement.- Analysed the results of 5 equipment performance tests and implemented approvedimprovements in periodic overhaul of the power plant.- Worked in Operations Department of the power plant for 6 months.

1. Anti Roll Back System - a patented product of KB India.2. Stack-Up Analysis - Palm Coupling.

- Worked in a team to calculate the efficiency of the power plant taking into account the various losses in the numerous components leading to the identification of areas where maintenance or up gradation was required. - Also few methods of maintenance of those areas were studied and suggested in our report.