Agastya Runs the Largest Hands-On

Learning Program in the World!

Agastya International Foundation is a Bangalore based non-profit educational
trust that seeks to transform and stimulate the thinking of economically
disadvantaged children. Agastya does this by bringing innovative
science education to the doorstep of Government schools in various states in
India.

Agastya wins the Google Impact Challenge,

India

125 Mobile Science Vans which take science education to the village doorstep
45 Science Centers for disadvantaged children
260 Night Village Schools
108 Lab in Boxes
172-acre Creativity Lab campus in Andhra Pradesh (2.5 hours from Bangalore)
Help millions of disadvantaged, vulnerable and at-risk children to escape the vicious
cycle of ignorance and poverty! Make a donation to support our work!

Transforming Attitudes to Learning

'Yes' to 'Why'
'Looking' to 'Observing'
'Passiveness' to 'Exploring'
'Textbook-bound' to 'Hands-on'
'Fear' to 'Confidence'

The lesson we derive out of [the Agastya] experience is that

innovative and student friendly solutions are needed to enable
scientific learning in the youth, especially those in rural and
remote regions of the nations of the world.

Former President of India, Dr. A.P.J. Abdul Kalam, speaking at

the 11th International Conference on Public Communication of Science
and Technology

From Our Blog:

1.

National Science Day

Mar 23, 2015

Every year, the 28th of February is celebrated as National Science Day in India. The
da... Read more.

2.

Abhivyakti- Create, Click & Express

Mar 19, 2015

The program Abhivyakti, meaning Self Expression envisages t... Read more.

3.

DIY Calendar for 2015

Dec 31, 2014

At Agastya, the mantra has always been 'Hands-on'.Here is a Do-it-yourself calendar

for... Read more.

How
Tapping the valuable resource of bright but underprivileged children
and teachers in rural India, we provide an environment in which they
can create, tinker, seek solutions and find them. We encourage inquiry
from children, who are inquisitive by nature!
When you get to the HOW of Agastya, you reach the place where we
roll up our sleeves and dig in, shoulder to shoulder. Whether globally or
locally, training teachers or teaching children, raising funds or raising
awareness - there is work to be done. Learn how!

HOW Do We Make It Work?

Who
WHO makes up Agastya? Many individuals and groups working
together have brought life to the original concept of Agastya. Through
the dedication and generosity of others, we have managed to grow and
develop into a successful, replicable model. Here you are introduced to
Agastya's partners, our trustees and management, our visitors, as well
as to our teachers and the children we serve.

Who Benefits from Agastya?

Disadvantaged Children in the age group 6-18. Most of

these children come from rural India. Their parents are small marginal

farmers, carpenters, stone cutters, construction and menial white

collar workers. A majority of them study in government schools and
have no access to labs or other handson learning opportunities. Some
of them are school dropouts.
Visitors from urban schools and institutions who come to
experience Agastya's unique campus and learn about rural India.
Government officials and NGOs interested in replicating the
Agastya model.
Government school teachers
Village parents and communities reached by Agastya Mobile
Lab night community visits.

What
The WHAT of Agastya may be where the deepest questions are
answered. Here we explain just what we do and map out our goals for
the future. We report on what has been accomplished since we began.
You might also be interested in what the press has had to say about
Agastya and what the children themselves have to say.

WHAT is Agastya's Approach to Learning?

Where
WHERE is Agastya now and where do we plan to be in the future? While
focusing on developing our current campus and our fleet of mobile
labs, interest in Agastya has future sites in the works. Learn about
them and stay informed about future growth.

WHERE Can the Agastya Model Work?

As of date, the Agastya Model has positively impacted over 5 million
children and 2,00,000 teachers in 12 states in India, and is poised to
expand to more states. The model is scalable and replicable anywhere
in the world.

Why
The WHY of Agastya answers the questions that help us to uncover the
hidden value of India's rural population and the importance of
providing them with a strong education from their early years. The
benefits of what we do in the short run as well as for the long haul
become evident as we analyze the current educational system.

WHY is Agastya So Important?

Why Agastya Works

Learning at Agastya is fun, useful and accessible to
the poorest child.

Creative-thinking and hands-on science programs have reached

over 5 million children and 120,000 teachers
More than 300 science experiments, using low-cost tools, make
learning fun and illustrate a wide range of concepts and principles
Interactive science centers/labs foster creativity and deep
learning
Mobile Labs and Science Fairs take science to the village doorstep
Interactive student-teacher workshops enhance learning

Model-making workshops deepen hands-on skills

Young Instructor Leader program emphasizes life skills and raises
self esteem among children

Reforestation programs are transforming local ecosystems

Rural art and dance workshops offer unique opportunities for

expression

Creating "a knowledge bridge" between urban and rural

communities

Why Rebuild Education in India

Primary education is the foundation on which the intellectual capital of
a country is built.
"Those developing countries that invested heavily in primary education
have done much better than those that concentrated more on
university education." - The Economist

Agastya - a Catalyst
Nalanda and Takshashila were great centers of world learning in India.
They and their concept of integrated excellence are today extinct. Such
centers can and should be recreated in the new context of the 21st
century. Agastya hopes to sow the seeds of a revolution in education
that leads to the creation of centers of learning in India.

Why Agastya is Beneficial

to State & Country

Infuse curiosity and creativity in schools

Disseminate critical knowledge and upgrade local skills
Increase inward funds and investment flows
Enhanced management of ecology and environment.
Accelerated development and growth of knowledge and skill
based employment

to Individuals & Organizations

World class education for children and teachers

Retain and grow high quality intellectual capital in India - a source
of creative and well-educated knowledge workers

Increase two-way flow of intellectual capital between India and

the rest of the world

Increase international awareness of Indian culture

Create positive national and international perception

Why in India
With its large and diverse population, India represents a challenging,
and therefore ideal, opportunity for generating transformative models
in education. A model proven in India, can inspire global change and be
replicated almost anywhere in the world.

Indians are a Global intellectual Resource

India is the land where the "guru-shishya" parampara ( teacher-student
tradition) originated. Indians capacity to learn, grasp and adapt new
techniques is perhaps unparalleled. Indians are the brain resource in
major ventures all over the world - in Silicon Valley, Bell Labs, Wall
Street, consulting, universities, schools and colleges Indians have
made a major impact.

Revitalising Indian Education - A Global Priority

With over 16% of the world's population, revitalizing education in India
must be a national as well as global priority.
India lags behind in literacy.

India a World Leader?

Indians have produced many significant and successful insights,
inventions and thoughts known to humanity. Vedic philosophy, the
Upanishads, Ayurveda, Yoga, the epics Ramayana and Mahabharata,
Sanskrit, Tamil, zero, the number system, algebra, arithmetic,
astronomy, astrology, temple architecture, metallurgy and chess are
just a few examples of India's prodigious contribution. More than a
thousand years before Copernicus, 23-year-old Aryabhata wrote in his
famous Aryabhatia that the earth rotates round its axis. Chanakyas
Arthashastra was the oldest and most comprehensive treatise on the
economy and statecraft. The genius Ramanujan reinvented European
mathematics working on his own. Mahatma Gandhi humbled a colonial
power through nonviolence.

Reinventing the Genius of a Nation

These unique achievements demonstrate that India's contributions

spring from her innate intellectual, cultural, philosophical and spritual
genius.
Agastya believes that this dormant genius needs to be reenergized for
India to play a leading role in the 21st century.

The Gurukul System

Much of Indian discovery and learning can be attributed to the
metaphysical "gurukul" system of education, which encouraged
observation, questioning, dialogue, investigation, respect for teachers
and the environment.
Despite a tradition of excellence and innovation Indian innovation and
invention has fallen behind many countries of the world. The growth of
the Indian IT industry, and India's achievements in space and atomic
energy suggest that the tide may be turning.
Agastya International Foundation believes that engaging India's
neglected 700 million rural citizens is a necessary condition for India to
reemerge as a world leader in ideas and action. This can happen by
transforming the existing rote-based education system into one that
fosters creativity and encourages experimentation, and leveraging the
dormant strengths of Indian culture and philosophy.
Imagine the explosion in innovation and creativity if India unleashes
the untapped potential of its huge and gifted population!

Report on Primary Education

Executive Summary
The number of illiterates in India is estimated to be over 400 million of
which 75% live in rural areas. Of the literate population, a significant
proportion lack basic vocational skills.
While India can boast a few world-class institutes of higher learning,
such as the IITs, IIMs and medical colleges, they remain isolated from
the larger community and society. Most of their graduates migrate to
Western countries, providing them with a valuable supply of
intellectual capital. The "top heavy" elitist structure of Indian education
has left a weak and tottering foundation, which if not transformed and
strengthened, will become a massive drag on India's social and
economic development.
India's key challenge is to rapidly provide its rural population with
opportunities to become literate, and develop basic leadership and
problem-solving skills, to raise productivity, entrepreneurship and
material standards of living.
The following is a summary of ongoing research into the critical issues
of primary education in India. The research is based on in-depth
discussions, interviews, meetings and workshops started in 1999 with
educators, teachers, school level and higher education administrators,
scientists, business leaders, parents and students.

The Positives
Indian children represent an excellent source of global intellectual
capital.
- Foreign universities actively seek Indian students.
- Many do well and distinguish themselves outside India

* India has a huge untapped reservoir of productive and creative

human capital. Properly stimulated, this 'unutilized brainpower' can be
transformed to generate massive economic, social and cultural returns
for the country.
* Given its low-cost education structure, India presents one of the best
opportunities in the world for generating returns from investment in
education. Modest injections of capital and resources can produce
significant improvements in education quality and output.
* Quality teacher training can bring about quantum improvements in
learning and increase the practical and creative output of students and
teachers.
* There exist a number of effective low-cost teaching methods to
educate and rapidly disseminate useful skills and knowledge to those
that need them most.

Opportunities and issues

Rural Schools
* Many rural teachers demonstrate openness to new ideas and high
innate levels of creativity, often of a higher level than that found
among urban teachers.
* There has been little attempt by educators in the country to improve
rural education, where the motivation among children to attend class is
low because of such factors as negative parental pressure, poor
facilities and uninspired teaching.
* There is high enthusiasm for learning and experimenting among
children. Right stimuli can create an explosion in creativity and

productivity in rural India.

* Urban schools with their greater resources can play a catalytic role in
the growth of rural education. Urban schools therefore need to adopt a
proactive community-building role.
* Given resource limitations a case can be made to focus on low
capital-intensive skill-based education.
Given the real limitation of resources, e.g. lack of adequate physical
facilities, books and materials, a case can be made to focus on skillbased education, which requires less capital and can be effectively and
widely disseminated. At science workshops for 30,000 rural children
sponsored by AGASTYA, over 100 experiments were demonstrated
using low-cost everyday materials.
Urban Schools
* Education in most schools is one dimensional, with an obsessive
focus on marks. The products of Indian school education tend to be
narrow minded and even selfish in their aims and approach.
- Intelligence and potential are generally equated to the marks or
grades achieved by the child.
- There is little focus on nurturing:
a) Behavioral skills - teamwork, leadership, community
b) Application skills
c) Creative-thinking skills
- Teachers generally have limited knowledge of how to spark creativity
in children.
- The knowledge transmitted to children is therefore bookish. Few

opportunities exist for children to apply their knowledge to real life

situations.
- Children are rarely encouraged to participate in community-based
activities such as working with disadvantaged groups or the
environment.
* Quality teachers are the missing link in Indian education. Although
pockets of excellence exist, the quality of teaching and the motivation
to teach show a significant and potentially catastrophic downward
trend. This problem is likely to be exacerbated if, as recent press
reports suggest, the US imports large numbers of Indian science and
math teachers to meet its own teaching shortfall.
* The shortfall of teachers is over 3 million. India needs 7 - 8 million
primary/secondary schoolteachers, versus the 3 - 4 million available.
* Instilling the right type of skills in teachers and implementing a
process to transfer such skills and knowledge effectively through the
system would have a powerful 'multiplier effect' on the entire system
of learning.
* Top day schools generally produce the best academic results.
Boarding schools provide better "education", by which is meant a more
rounded development of the student's personality.
* Teachers universally blame the syllabus for denying them the
flexibility to be creative and involve students. This argument is diluted
by the fact that the system offers teachers sufficient freedom to
interpret the syllabus.
* Schools for the most part narrowly define their purpose, e.g., to
produce the best exam results, number of students who join US
universities etc. Most of them lack an overarching and inspirational

vision. Given the increasing demand for 'quality schools' by the

growing Indian middle class and the willingness of parents to invest
significant money in their children's education, many schools are
promoted as commercial ventures, rather than as centers of
excellence.
* Urban schools would benefit greatly from:
- Closer two-way linkage with teacher education institutes
- More cross-fertilization between schools
- Greater interaction with the social, rural, scientific, artistic and
business community
* There are no examples of culturally relevant world-class schools or
teacher education institutions.

Issues in Indian Primary Education

"The focus on exams and marks in urban schools is like winning a 100
meter race on steroids. "
Rural Schools
* Private resources for promoting rural education are minimal to nonexistent. Allocated public resources are more often than not, not
effectively utilized.
* Single teacher schools, most of them with just a single room, are
unable to provide even the basic environment for learning
* Lack of adequate classroom facilities means that children from
different age groups typically sit in the same classroom, leading to
boredom and disinterest.

* Driven by pressing short-term economic needs, most parents are

reluctant to send their children to school. They often pose obstacles to
learning. In some cases, the State has to offer incentives, such as
subsidized rice through the mid-day meal scheme to attract children to
school.
* Even a cursory interaction with naturally bright rural children and
teachers reinforces the view that there is indeed a huge amount of
unutilized talent and creativity, which if given even the most basic
opportunity will produce major benefits for the community and country.
* Many rural teachers have the "hunger" and desire to learn and teach.
They are interested in acquiring new skills and show high levels of
innate creativity. Some are even so committed as to have spent money
out of their own pockets to provide basic learning materials for their
students.
* There is little to no transfer of technology, knowledge or ideas from
better-endowed urban institutions to their rural counterparts. The
reason for this is not lack of money as much as the lack of interest and
concern for community.
* Even small injections of money and resources in kind, such as parttime volunteer teachers, can produce major improvements in the
existing quality of teaching and learning opportunities available to rural
children.
Urban Schools
* Teaching and learning methods used in most schools discourage
questioning, learning, application and creativity.
* An education system focused on exams and marks ("factory
approach") has produced few world-class creators and original thinkers.

* Teachers are the missing link in Indian education. Although demand

for quality teachers greatly exceeds supply, the teaching profession
has become a profession of last resort attracting either low caliber
individuals or people for whom teaching is a hobby or only a
supplementary source of family income.
* Teacher training and education institution standards have declined
over the years and little effective knowledge and skill transfer takes
place. Like much of the education system, teacher education has
become pedantic and is divorced from application. A degree in teacher
education is no longer therefore a guarantee of teaching skill.
* Teachers often lay the blame for lack of creativity in teaching on the
syllabus. However, the syllabus does not prescribe a specific teaching
method and provides enough freedom for interpretation and flexibility.
* Besides greater hands-on knowledge of specific teaching skills and
techniques, teachers would benefit greatly from training in basic
behavioral skills in order to deal effectively with the following types of
challenges:
-

Managing large class sizes

Motivating "low performers"
Interfacing effectively with senior administrators
Showing initiative and leadership
Co-opting support from peers
Building teams
Transferring newly acquired knowledge and skills to peers

There are no examples of truly world-class schools or teacher

education institutions in the country. By world class we mean
institutions, which can be ranked in terms of quality among the top
twenty in the world.

Teaching and Learning Methods

Exam & Marks Driven
* Education is to draw out, not to put in
* Education today is either doling out knowledge or information
* Exam marks have become the be all and end all
* The focus on exams and marks is like winning a 100 metre race on
steroids

Creativity Missing
* Scientific literacy is missing
* Why are we not producing world class scientists?
* Why should a beaker have a beak?
* How can you create a class where a a child can ask questions?
* How can a childs nature skills be developed?
* It is because of the nature of teaching that curiosity is thrown out
* How can we develop in students an intrinsic ability to see and learn
from nature?

Language an Issue

* The essence of teaching is communication

* Language today is only a tool, an elective
* Language has become a skill subject, not language as literature

Teacher Apathy
*
*
*
*
*

Blaming the curriculum is a totally unjustified alibi

Teachers dont see the pastoral side of teaching
If a student hasnt learnt, the teacher hasnt taught
You are not teaching if you are not learning
Todays teachers are ignoring the classics

Student Disillusionment
* I have been brought up in a system where there is no innovation
* My lab environment was very claustrophobic
* Many of us feel sleepy in class because its hot and there arent
enough windows
* I havent learnt anything in economics
* The real value (knowledge) of students is not recognised
* I am scared the system is corrupt, I dont know if I will get into a
good college
* How can we make history and social studies more interesting?

Observations - Teaching and Learning Methods

* The emphasis in most Indian schools is on exam oriented "learning".
* The prevalent 'direct teaching' method also known as the "factory
approach" discourages student curiosity, questioning, innovation and
feedback.
* This produces mechanical knowledge aimed at passing exams.
* Innovation in teaching and learning aimed at development of creative

and original thinking skills is rare:

* There is very little learning from first principles (cause-effect learning)
* Few teachers and schools relate learning to actual phenomena in
nature (development of physical intuition)
* There is very little focus on application of knowledge and
development of relevant practical skills.
* There are few incentives and opportunities for 'indirect' e.g. creative,
collaborative and hands-on learning.
* Some examples of innovation among Bangalore schools include
teaching social science through simulation games to secondary
students at Mallya Aditi, science teaching that encourages questioning
by primary level students at NAFL and student participation and
learning at The Center for Learning.
* Most teachers display a distinct lack of imagination and initiative in
interpreting and enriching textbook learning.
* Assessment methods focus almost exclusively on exams. Many
children would do better in class if alternative methods of assessment
(e.g. aural) were factored into overall assessment.
* Off campus specialist-tutoring courses is an accelerating and
important phenomenon that has grown into a parallel education
system.
* Tutoring focuses entirely on exams and marks; exam questions often
are leaked to students.
* Tutoring classes outside of regular work hours have become a major
source of income for many teachers.
* The "factory based" approach to primary and secondary education,
combined with the race to secure a graduate degree, has produced a
large number of "graduates" without effective thinking, application,
teamwork and leadership skills. The consequences of this are far
reaching:
* The lead-time for training and retraining new recruits in industry as
well as the cost of such training is increasing.
* A large and growing segment of the population lacks basic vocational
skills and training.

* Productivity throughout the economic system is low

* Accelerating expectations combined with a lack of productive
opportunity has created a potentially volatile situation.
* The explosion in school graduates has not been matched by an
increase in quality undergraduate institutions. This has resulted in
fierce competition for limited seats
* even a 0.5% difference in marks can result in success or failure.
* For example, over 120,000 candidates compete every year for the
2,000 to 3,000 seats offered by the prestigious IITs
* Cultural enrichment of students, a key education objective, is not
happening:
* In teaching language, the focus is on language as a skill rather than
its classical and creative aspects.
* Learning and development opportunities in art, music, dance, theatre
and classical languages are limited.

Information Technology (IT)

* IT presents a major opportunity to rapidly spread information and
knowledge cost-effectively even to the most remote rural areas of the
country.
* India is gaining a worldwide reputation for its success in exporting
contract software services - Indian programmers in India have not yet
however established a reputation for building new and revolutionary
software products. The question remains whether they will close this
'creative gap' any time soon. Part of the reason for lack of success so
far may well lie in the nature of the education system which
discourages creativity and learning from first principles
* The key to effectively leverage information technology in Indian
primary education is to get teachers and students proactively involved
with IT through, for example:
* Undertaking real life projects within and outside the school campus
* Encouraging close interaction with software and hardware companies
* Making available resources to less privileged groups

Teacher Education
Large Demand

* It is impossible to find the type of teacher I want for my school

* India needs about 7 - 8 million primary/secondary teachers, versus the 3 - 4 million
available today

Low Quality

*
*
*
*
*
*

Teachers are the missing link

The real tragedy of Indian education is the poor quality of its teachers
Generally 70 -8-% of Indian teachers are bad
The teaching profession has become a profession of last resort
Teacher training institutions have gone down woefully
Rural education? Whats that?

Low Skill Transfer

* There is very little cross-fertilisation among teachers

* How can we transfer successful practices among teachers?
* Vikram Sarabhai demanded that every scientist sent abroad for training had to
produce five more like him
* We can learn from training and development practices in Industry

Money Driver

* A powerful force in Indian education is the parallel education system

* Capable teachers become tuition mongers in the major cities

Compensation

* Why should we deny a teacher a normal life?

Teacher Education

* Lack of dedicated, quality teachers is the major constraint in Indian education

- Teaching has become a profession of last resort, a stop-gap to moving on to a more
financially rewarding profession.
- Younger teachers appear to be less committed than older teachers.
* Even the best schools find it difficult to attract and retain quality teachers. Quality is
a function of a number of factors:
- Pedagogical skills i.e. teaching methods and techniques
- Communication skills
- Behavioral and classroom management skills
- Attitude and commitment
- Ability to cross-train
- Initiative and leadership
- Sensitivity to the community and environment
* 50% or more of the approximately 10,000 teachers teaching at good Indian schools
are deadwood. The situation will worsen as many good and experienced teachers near
retirement. Replacing them will be difficult if not impossible without effective training
and retraining programmes for teachers.
* The standards of teacher training institutions have declined precipitously. Current
teacher education practices are based almost entirely on (outmoded) theory. There are
no in-service programmes in teacher education or opportunities for teachers to update
their knowledge and methodology.
* Retraining teachers is more difficult than training first time teachers There is minimal
skill transfer among teachers:
- Interpersonal rivalry often inhibits or prevents effective cross-training.
- There is not enough proactive exchange and cross-fertilisation between schools.
- Success transfer as a process is not studied and practiced.
* Although compensation levels have increased, most teachers feel they are underpaid.

How to Donate

Make Learning Fun! Useful! Accessible!

Through hands-on, interactive teaching-learning methods Agastya is helping children to
break out of the limitations of their social constraints by transforming attitudes to
learning. Agastya is a movement led by scientists, educators, CEOs and philanthropists to
revitalize and transform education for disadvantaged children and rural teachers of India.
Your support - like that of Dr. APJ Abdul Kalam (former president of India) and others - will
enable our collective dream of a New Normal A creative India!
Contributions through Agastya's partnership with Give2Asia are tax deductible under IRS
code Section 501(c)3 in the US. Please check with your tax adviser.
In India, contributions are tax exempt under Section 80 (g) of the Indian Income Tax Act.

Donate Online (India)

Donate Online (Overseas)

Donate Offline

MOBILE LAB
Vans with hundreds of scientific experiments and models that travel to
remote communities and spread science awareness through vivid,
interactive demonstrations.
How you can Help
Support 4 mobile lab visits for 1 child spread across 1
year

Amount
220

Support 1 mobile lab visit for a class of 40

2200

Support 4 mobile lab visits for a class of 40 spread across

1 year

8800

Click photo to
enlarge

SCIENCE CENTER
Warm, inviting spaces that make forbidding concepts accessible by
allowing children to tinker and play with a myriad of toys and intriguing
contraptions.
How you can Help
Support 4 visits to Agastya Science Center for 1 child
spread across 1 year
Support 1 visit to Agasyta Science Center for a class of 40
Support 4 visits to Agastya Science Center for a class of
40 spread across 1 year

Amount
312
3120
12480

Click photo to
enlarge

CREATIVITY LAB
This 170 acre, bioregenerated greenland is one of few interactive museums
for rural India, and hosts an open air eco lab, a center for creative
teaching, an art lab, a discovery center and a planetarium.
How you can Help
Support the regeneration of the Kuppam campus

Amount
512

Payments Outside of India

Payment outside India by Non Resident Indians and non Indian nationals:
Payable to:
Agastya India Foundation
http://give2asia.org/agastya
Kalsang Tashi, Give2Asia, P.O.Box 193223,
San Francisco, CA-94119-3223
Tel: +1(415) 743-3336
E-mail: ktashi(at)give2asia.org
For further information contact
# Jasmine Shah
70 Pheasant Run
Avon, CT 06001
Cell +1 (917) 843-9535
Email: jasmineshah(at)comcast.net

Payments in India
Payment in Indian Rupees
Option 1: Donate by cash/ECS/credit/Debit card to our Representative.
Option 2: Pay by cheque/D.D in favor of Agastya International Foundationand send it to
us through courier/post along with your contact details. I.e. your name, address,
telephone number/e-mail ID and PAN number.
Payable to:
Agastya International Foundation
No.79/26, 2nd Cross, Ramya Reddy Layout,
Benson Town, Off Nandidurga Road,
Bangalore - 560046, INDIA
Tel No. (+91 80) 41124132 & (+91 80) 23545054.
Option 3:Payment by wire transfer: You can transfer to ICICI BANK, Account Number: 000
2010 60632, RTGS / NEFT / IFSC Code ICIC0000002 and send email to
ckrao.agastya(at)gmail.com mentioning transaction reference number, amount, & date of
transfer along with your contact details.

Contact
F. Mahavir Kumar
Managing Trustee
Agastya International Foundation
No.79/26, 2nd Cross, Ramya Reddy Layout,
Benson Town, Off Nandidurga Road,
Bangalore - 560046, INDIA
Tel No. (+91 80) 41124132 & (+91 80) 23545054.
Email: agastyaadmin(at)gmail.com
For further details:
Please contact Mahavir Kumar or Ramji Raghavan on
agastyaadmin(at)gmail.com or ramjiraghavan(at)gmail.com