We at ATAL Foundation commit ourselves -
- To identify with and work along the economically and socially deprived, the physically and mentally challenged - starting with children, so that they become educated, skilled and aware.
- Enable them to be self-reliant and enjoy a healthy, dignified and sustainable quality of life And to that end, act as a resource to and collaborate with other agencies - governmental or non-governmental, as well as suitably intervene in policy formulation.
- To work for the cause and care of disadvantaged older persons and to improve their quality of life.
Mission:- Our mission is to promote and provide qualitative education at affordable costs to children and communities, which are socially and economically deprived. Furthermore this program helps to bring out the children's latent talents, so that they not only acquire academic learning, but also vocational proficiency, personal character and societal values. They should become self - reliant and responsible citizens.
Strategy:- The strategy is mainly based upon the micro planning with government schools
"Identification and survey of all government schools in and around the locations in which ATAL Foundation is working."
- Operation of a survey about the facilities (both infrastructure and human resources) available in these schools.
- Formation of pressure groups within the communities with parents, especially with mothers, to demand for better facilities and quality of education in government schools.
- Involvement of teachers with parents and attempt to bring them closer to each other for a joint effort towards overall betterment in schools.
- Creation of government and non government linkages with community pressure groups as well as schools so as to provide facilities like libraries, playground etc.
- Rapport building with concerned government authorities to facilitate the process of qualitative improvement in schools.
- Canvass for larger allocation of resources to establish schools to cater for universality of education for all.
