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T HE A LTERNATE A CADEMY
(Version 1,1)

D EFINING H IGHER E DUCATION FOR THE 21 ST C ENTURY

A C ONCEPT B RIEF Swami Manohar December 2005

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1 Introduction
Higher education has been equated with University education for the most part of the twentieth century. Even with a Billion dollars in hand, if we are to start another University, it cannot catch up in reputation and visibility with other universities that have existed for a few hundred years. At least, will take a hundred years for the status quo to change and the new university to take the lead. In the meanwhile, this may be seen as a pathetic effort to be yet another Harvard or MIT or Stanford. The alternate is to be revolutionary. Create an alternate paradigm for universal education that will see humanity through the twenty rst century. We propose the ALTERNATE Academy 1 Current universities, including the best of class in the world satisfy the following description. 1. Certicate/degree granting institutions 2. Make the following general assumption about students in framing their rules and regulations that students will not learn unless coerced to do so that someone other than the student needs to evaluate how much has been learnt by a student that students will cheat if not given sufcient disincentives that students cannot be trusted to objectively evaluate themselves students attend the University with the main goal of obtaining the degrees/certicate. Students (or their parents) will spend money to get the certicate/degree and are willing to spend more money if the degree is valued higher in the market. 3. make the following assumptions about the subject matter of study
1 Just so that some smart aleck does not reverse engineer the phrase and claims originality later, here is the acronym: The Autonomous Learners, Teachers, Educators, and Researchers Networked Around The Earth Academy

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I NTRODUCTION

All human knowledge can be reasonably compartmentalised into divisions like Science/Humanities/Art. Within each, for example Science, sub compartments like Physics, biology etc. English must be the medium in a globalised world. 4. Make the following assumption about the teachers. Each compartment (above) is best taught by those who have got specialised degrees in the subject matter of the compartment. A person with a higher termed degree/certicate is better at teaching than one with a lower degree or no degree. Teachers need to be constantly reviewed for their teaching effectiveness. Teachers need to be given incentives to teach, as opposed to doing research. Unless you specify a minimum number of courses to be taught per term, most teachers will try and get away with lesser teaching. All of the above is true for 99.99 percent of the universities and Institutes of higher learning, including the IITs and the IISc. The 0.01 percent is just to take care of the diversity of India, where anything is possible and is probable as well. The job market in India has been skewed in the last three to four decades due to the proliferation of such degree/certicate granting Universities, to insist on minimum degree qualications even where such prescriptions have no real impact on the job to be performed. This has had a feed-forward cycles: more people believe that a degree certicate is necessary for a good career. More colleges/universities get into the business of selling such degrees/certicates, more jobs make such degrees a requirement as a matter of routine. And the students from the top of the pool of such degree-selling institutions do indeed get the best paying jobs. A roaring business of preparing students for entry into the best of such degree-selling institutions is another facet of this over the last decade. C ONCEPT

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Along with this growth is the clamour for government support to such Universities. Since degrees are a pre-requisite for most desired jobs, and since buying a degree costs money, there is lot of pressure on government to create Universities and colleges to grant such degrees at very low cost. This mix is seasoned by the complex arithmetics of caste-based reservation. There is also a demand that science education needs to be supported heavily by government, leading to scholarships like the KVPY being instituted, and the new plan for four ISERs to be set up at huge expenditure. There is no hard evidence to link more government spending in education with increased research productivity. In fact, even the parameters to evaluate research productive of scientists are completely nonscientic. It is not clear if an academic degree, say a PhD, makes the recipient a better researcher. This cycle needs to broken at several links. First, decouple jobs from degrees. This cannot be mandated by government, though it is not a bad idea for the government to mandate. Second, decouple degrees from learning. Third, decouple learning from degrees/certicates. Fourth, establish alternate methods of creating accomplished human beings who are pursuers of passionate and fullling lives as opposed to seekers of jobs. The goal of the A LTERNATE A CADEMY is to help achieve all of the above four cycle-breaking steps. The one facet of the current academic environment that is worth exploiting is that of the peer review process for academic publications, and the institution of academic publications. Entry of a paper is not linked to academic degrees or afliations of the authors, though strong biases may be brought in by individual reviewers. Similar is the process of experimental research. There are no barriers (other than that of resources) that prevent anyone from replicating or attempting any experiment in any eld. Anyone can experiment on any eld of choice 9given the resources) and publish their ndings in publications, without having to have entry qualications. The elds of writing, creative arts and media are much more liberated: C ONCEPT

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I NTRODUCTION

anyone can paint anything, or write any story or create a movie. Only required to have the paint and the brush or a pen and paper or whatever resources needed. Rest is determined by the impact the creation has on the consumers of such art. Of course a books gets maximum consumers if it is published by a publisher with high reputation and deep pockets. The same is true for sports. We attempt to combine the best of these in structuring the A LTERNATE A CADEMY . Let us rst state what A LTERNATE A CADEMY is not: It is not setting out to better any IIT/IISc locally, or Stanford/MIT/Harvard internationally. It is not a degree granting or certicate selling institution It does not require several hundreds of crores of rupees to create an effective environment It is not old wine in a new bottle. It does not attempt to replace any existing institution or process. Now we are ready to see what A LTERNATE A CADEMY IS: An alternate model for universal, accessible, high quality education that can scale without limit. Believer in the connverse of asumptions made about students and teachers listed above: human beings are by nature, playing, learning, and teaching animals who nd joy in all the three activities. The rst true innovation in higher education since the setting up of the rst modern University. The following are the founding edicts of A LTERNATE A CADEMY : 1. Any one above the age of thirteen can be a student. No exceptions. 2. Any one can be a teacher. No exceptions. C ONCEPT

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3. The student decides what she will learn, when she will learn and how she will learn. 4. The student decides whether she is happy with the quality and quantity of learning that she has achieved. 5. The student self-certies her accomplishments in learning We break the myth of non-commercialisation of education, more broken than adhered to in practice anywhere. The AA CADEMY will demonstrate the premise that commercial viability and sustainability are key for universal access to good quality learning and education. Thus A LTERNATE A CADEMY will be a for-prot company.

In the next sections, we briey indicate the features of various facets of the AA CADEMY . These are intended primarily as place holders with initial thoughts on aspects that need to be eshed out.

2 Organization
Primarily virtual. Headquarters has physical space and good infrastructure. Primarily large meeting spaces, library, etc. There could be country specic Divisions of the company. For example, Alternate Academy India Pvt. Ltd will be the company running the India operations. There could be an Alternate Academy West Asia to cover several countries in a region. The Alternate Academy of America Inc. will be the corporation set up to run the North American Operations. The initial phase requires starting up of several of these key Divisions with protection of IP in the respective geographies. A LTERNATE A CADEMY will be governed by the usual structure of Board of Directors, Chairman of the Board, a CEO and a small group of Vice Presidents. C ONCEPT

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S EEDING AND SCALING A LTERNATE A CADEMY

3 Seeding and scaling

A LTERNATE A CADEMY

The AA CADEMY will be populated by a combination of initial seeding followed by viral growth of its constituent members. Alternate Learners: Anyone on this planet thirteen years and above. (Birth to twelve is my denition of a child. Should be guided by parents and undergo school education. of course this will be an Alternate school that feeds into the Alternate Academy). There will be a small fee for becoming a learner. First wave of learners to be inducted by various steps. Subsequent waves by invitation from current learners. Scale of Learners: Several tens of millions in about 5 years, growing to 500 million in 10 years. No distinction between arts, science, humanities, crafts, business, technology, management etc. Everything is subject for learning, teaching, and research. Aalternate Teachers A Teacher is one who has the competence and interest to teach any subject matter that is of interest to at least one Learner. First core of teachers will be seeded by the Board. Scale of Teachers: A few thousand at launch. Scaling up to a million in ve years and several tens of millions in 10 years. The subsequent wave of teachers will be by a process of invitation and nomination. Two Aacademy teachers in concert can nominate any number of more teachers. Aalternate Educators: These are broadly teachers of teachers or key personnel of exisiting academic institutions, representing their Insitituion in their ofcial capacity. Initial seeding by the Board: About 100. Subsequent Educators nominated by a group of ve existing Educators. Scale: Few thousand in 5 years, and several thousands in 10 years. Aalternate Researchers: Any passionate practitioner of any eld of human endeavor. Seed: A few thousand inducted by the Board. C ONCEPT

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Scale: Several tens of thousands in 5 years and millions in 10 years.

Operations staff These are personnel hired by the Company to take care of all aspects of operations of the AA CADEMY , including the infrastructure, marketing, legal, promotional, and operational aspects.

The Aacademy does not pay any salary except to the operations staff. All other members of the AA CADEMY are part of the AA CADEMY because they want to be. They can leave whenever they choose to, but need to be renominated to get back following the appropriate process.

4 Intellectual Property
Intellectual property, both in the legal sense as well as in the traditional sense are key ingredients of the AA CADEMY . For instance, the names A LTERNATE A CADEMY , its prexed version AA CADEMY , a logo and a brand identity are key copyright and Trademark protected properties. A member of the AA CADEMY might be referred to as the AAcademician. The backend technologies and infrastructure is a key technology component which will evolve with the growth of the AA CADEMY will be the repository of key innovations. The business process of the AA CADEMY will also need to be protected. Considerable digital properties will be created during the course of operation of the AA CADEMY . These will be sources of revenue as well as key USPs of the AA CADEMY . in addition, the backend, over time, will hold a huge database of complex inter-relationships between members of the AA CADEMY , their preferences, creations, networks etc., and will be an extremely valuable property of the AA CADEMY . C ONCEPT

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T HE AA CADEMY IN A CTION : C IRCA 2015

5 The

AA CADEMY in

Action: Circa 2015

You want to learn to play the santoor. You are already trained in Hindustani classical music. and a long-time Aacademy learner and teacher. Send a note to the Aacademy 2 to recommend a good teacher for you. Five minutes later you get a message with three possible teachers and time slots and fees that match with your learning schedule, music background, geographic location and ability to pay. Select one, and conrm. Start classes from the next day. You are a native of Belgium (and not to be mentioned again, an avid Aacademician) with an interest in South Indian literature. You nally bite the bullet and decide to learn Telugu. Send a note and in ve minutes have set up a class (teleclass) with a native Telugu speaker who has worked with Belgian nationals, with no prior Dravidian language experience, learning Telugu from scratch. Three of those students have gone ahead to learn Telugu classics. One of them is also a teacher and lives in the same city as yours. But you prefer to learn from the native speaker and are comfortable with a teleclass. The fee is also lower than that of the Belgian teacher. Of course the Aacademy charges you a teacher-trace fee of ten Belgian cents and you suppress a smile. You have known over the past ten years usually you would have many times the fee charged by the Aacademy for similar services. You run a nancial services company and are looking to expand the sales team to take care of some emerging opportunities. You send a recruitrequest to the Aacademy with details of the job prole. You get back a short-list of 5 candidates. Your account in the Aacademy is charged with a cv fee. If you hire any one of the ve, after your telecon/interview process, there will be recruitment fee. Needless to say all the 5 candidates are Aacademicians of excellent qualications. One of them also has a Masters degree from some University, but that is an incidental qualication the use for which you need to gure out later.
Unless otherwise stated, all communication activities referred to in this Concept note are assumed to utilize the most effective electronic method that may involve PCs, mobile phones, special devices or a panel on your home TV, whatever is extant at that time. However, all of these communication is mediated by the AA CADEMY server infrastructure.
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You want to become a registered chartered accountant. You have been an Aacademician for about ve years now and have decided that you want to spend the next several years understanding and gaining expertise in the eld of accounting. Due to the requirement of regulatory authorities, a certicate from the AICAA (all india chartered accountant association) is necessary for you to take up accounting as a profession. However, since 2010, the AICAA has tied up with the AA CADEMY as an Educator and has simplied the process by which any qualied Aacademican can appear for the evaluation process. You complete a form on the AA CADEMY and you get notication that you are more than suited for appearing for the selection process of the AICAA. You then get in touch with a few well recognised CAs (chartered accountants) who are also respected Aacademy Researchers and schedule an evaluation meeting with three of them. Meet with these three, either all in one place or individually, depending on the Researcher convenience. At the end of the meetings (one or more than one as deemed necessary, either by you or the Researchers) the recommendations are collated by the AACADEMY and you are notied either that you are now certied by the AICAA or have been found decient by one or more of the Researchers. In both cases, your prole in the AA CADEMY is enlarged to include the key aspects of the evaluation, the identities of the Researchers and their recommendations.

6 Learning fees
Like all other entities in the AA CADEMY Teachers function autonomously: they can x their fee, x the timings and method of teaching as well as the place of teaching. They could offer their teaching individually, or to groups of Learners. Two conditions from the Aacademy: the rst lecture/module/interaction/session between the teacher and learner shall be free. The minimum unit of interaction shall be as decided by the student. All payments shall be recorded and cross acknowledged. Spotting dishonesty: A teacher cannot declare a lower fee than actually charged if the student is required to declare the actual fee. If the teacher C ONCEPT

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S PINOFF S ERVICES

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coerces the student to declare a different fee than actual or vice versa, it will be discernible over a period of time, and deprive either the student or teacher from subsequent benets. A student can refuse to pay a teacher citing unsatisfactory teaching. The teacher can record a dissenting view. No further action is taken by anyone. However, over the course of a year, if this student is at the originating end of a -dissatised- link frequently and it is also obvious that the destination link points to teachers who are otherwise considered excellent by many others than the credibility rating of this student will fall, and when he approaches teachers for further learning, he will be declined assistance based on his credibility rating. Similarly, a teacher will not be approached by new students if she is consistently on the receiving end of a dissatised link. Given the volume of transactions and the scale of the number of participants, it will become clear to most that honesty is the best policy. Especially when no explicit penalties are levied for any errors of omission or commission. A small percentage of all fees collected by a teacher is charged as teacheraccess fee by the Aacademy. this could be something like 0.01 percent, with an upper limit.

7 Post-facto scholarships
Turn the current notion of scholarship/fees upside down. Students who cannot pay for some learning: the teachers fees are accumulated over the period of learning. When the AAcademican gets into a job, either the employer pays the accumulated fees to the various teachers, or the Aacademician starts paying back over a period. So studyloans, scholarships, freeships are Learner/teacher driven and managed. A teacher can refuse to take a student if post-payment is not acceptable. A Teacher on the other hand could agree to waive fees completely or accept a deferred payment. if the fees is waived, that is accumulated in the teachers Donation fund, to be reimbursed by Donors. Alternately, a Teacher can collect a teaching fund from sponsors and offer her teachings free to learners selected by her. C ONCEPT

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8 Spino Services
Laboratory services: An Aacademician wanting to do experiments will have several options: go to the laboratory service provider, who could be a specialised service entity, or part of an existing Institution (like a college or high school) and pay for the access to the lab. Only those experiments that are of interest to the Learner will be done and paid for. AA CADEMY Gift Coupons: The payment for AA CADEMY services can be by cash or by AA CADEMY credits made available to learners either by the Aacademy, or more likely one of many credit sponsors (public, NGOs) or as AA CADEMY credit gift coupons, given as gifts by uncles and aunts that can be redeemed by Teachers or Educators or laboratories in return for services.

9 Financial Model
The AA CADEMY is founded on the belief that nancial independence and growth is the keystone for the sustainable and scalable growth of the AA CADEMY and its positive impact on human beings around the earth. Hence, every member of the community pays at least a one time fee in person, physically. These registration fees (for want of a better word) are kept very small. For example in India it could be as low as Rs 10. This is viewed as a fee for authenticating the member to the AA CADEMY . The fee is collected by either a AA CADEMY staff directly or recursively by an authenticated existing Learner of the AA CADEMY . The key aspect is that the new entrant should have physically handed over a ten rupee note to the person collecting the fee. This person has the responsibility to verify the basic identity of the new learner, along with the key parameters of the identity. The AA CADEMY operates on the FIFO principle where appropriate: Freein Free-out. If an entity performs a function free of cost, then there is no fee payable to the AA CADEMY . Conversely, if any fee is charged by anyone across the AA CADEMY , a small percentage of that fee will accrue to C ONCEPT

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the AA CADEMY .

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10 Content Creation and dissemination


Each teacher can get a recording station on loan from the Aacademy: any lecture or teaching session can be captured, and archived at the AACADEMY , indexed and made available for other members of the community. There can be a access fee to such content depending on the specication of the content creator. A small part of such royalties if any are charged, will accrue to the AA CADEMY . Digital Content already available will be made accessible by the AACADEMY enrolling the creators of such contents as either Teachers or Educators, thus providing a wider reach to such content.

11 Branding and Positioning


The AA CADEMY requires top notch branding and positioning as the new revolution in the 21st century, in order to attract the rst wave of teachers, educators and researchers, who in turn will attract the rst wave of students. The AA CADEMY has to be positioned as The Cool place to belong to.

12 Technology
The A LTERNATE A CADEMY could not have been conceived even as recently as the last decade. The core technology is a massive google-like backend services infrastructure to support millions of members across the world, providing Web 2.0 services. The backend Infrastructure is the Giant Intelligence of the AAcademy that keeps the massive network of ALTERs pulsating with life and energy. Right from the point of entry into the Aacademy, all pur C ONCEPT

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suits of every Aacademician is catalogued and processed and linked and synergised by this GI. The AA CADEMY maintains the records of all activities of every member with the primary aim of facilitating further learning and to provide linkages that are inferred from the comprehensiveness of the data that is available. For instance, suppose a learner wants to get prociency in spoken German. The knowledge that the learner is a native speaker of Hindi with a good grasp of English allows the system to link her with teachers of spoken German who are also native Hindi speakers.

13 Role of Exisitng Institutions


There are hundreds of Universities and thousands of colleges which are of the recognised variety. There are thousands more of training schools and tutorial institutions, including the mushrooming computer training institutes. equally numerous are the music schools, dance schools, art schools, sports academies. The top of this motely collection of instituions are the government recognised Universities and colleges, both private and government funded. The rest are in the non-recognised sector, with a range of reputations established by their past record. Some like the Kalakshetra, start out as non-formal schools and based on their reputation attain the status of a deemed University. Others, like the Prakash Padukone Badminton Academy have high reputations, but they are not formally recognised as degree/certicate granting Institutions. However, there is a huge demand to sign up in the academy since it develops top notch badminton players It is not uncommon for a BSc student to be doing in parallel a two year diploma with NIIT during evenings and weekends. This is in fact a recognition by most students today that the BAs and BScs and even BEs from most colleges are just certicates that make them just eligible to apply, with no further value. The additional diplomas (NIIT/IIHT, ICWA, CA) are the key to securing jobs. The Aacademy will be viewed initially as the alternate avenue for qualications that provide skill sets that are not available in formal college settings. C ONCEPT

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B UILDING THE REPUTATION OF THE AA CADEMY

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The Aacademy wil establish the following kinds of relationships with existing Institutions: Sign up reputed Institutions as Aacdemy Educators. These will provide a very rich set of interacions to the Aacademy community. Enlightened Educators in the due course of time may be offering their degree certicates to Aacdemicians who seek them, by taking into account their accomplishment that will be recognised to meet their degree requirements. Access to courses offered by the Insittuion to Aacademicans in a exible manner. For example, a Learner can sign up with the Institution to attend all lectures on a particular topic by an Instructor during a semester. This will be part of the regular course of the Insitute, but is selectively utilised by the Aacademy Learner. Allow Learners to sign up for Laboratory classes, again with a lot of exibility. This has the benet of utilising under-utilised equipment and lab space for a fee. Allow Learners to enroll in group activities of the Institution. Sign up as Educators, reputed institutions in the non-recognised sector to provide a range of learning opportunities to the Aacademicians. Examples in Bangalore: Bangalore School of Music, Maya Raos school of Kathak, Ranga Shankara, Nrithyagram, etc.

14 Building the reputation of the

AA CADEMY

In the course of time, the AA CADEMY will be a trusted entity, much more than current Institutions, because of the autonomy enjoyed by every member. Reputations of every individual is made or unmade by an extended sequence of actions and accomplishments. A Learner will have a record of learnings and excellence vouched for by respected teachers and researchers, who in turn earn their reputation and authority by the numerous learners who have recorded their appreciation of the benets of having learnt from these individuals. The authenticity of almost C ONCEPT

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every piece of data is corroborated by several individuals by a collective long term process. This is because there are no xed curricula to be taught or learnt, no xed requirements for any degree or certicate, and in fact no certicate that the AA CADEMY gives out. All learning is becuase the individuals wanted to learn and all teaching is because the teacher found a learner willing and eager to learn. There are no penalties for non-learning just as there are no rewards for learning or teaching. There is an extensive peer review process in operation over the extended period of activity of each and every member of the AA CADEMY . Just like security, where individuals decide on the level of security needed depending on the assigned value of the object or entity being secured, trust on reputations gleaned from the AA CADEMY will be depended upon based onthe nature of the proposed intereaction. For example, if I am looking for a good teacher of KungFu, I can set my reputation expectation very easily: look for teachers who are registered with recognised KungFu federations, who have trained many students who in turn have rated their experience highly. This is very similar to the buyers review on Amazon.com or on ebay.com where respectively books and sellers of goods are rated by the buyers. Over a period of time some amazon.com reviewers gain a reputation for fair and critical reviews, based on feedback from the readers of the reviews.

15 Access to the

AA CADEMY by

other Agencies

One of the most frequent uses of the AA CADEMY database will be by people and agencies looking to nd the right person. From nding a football coach to lling the position of an Assistant Editor in a newspaper to a qualied computer programmer. Such agencies need to register with the AA CADEMY . mechanisms will be in place that protects the privacy and security of the members of the community, while at the same time, with informed consent, enable mutually benecial associations to form. If you are an Aacademician, who has indicated to the GI that you are open to being put in touch with prospective newspapers looking for Assistant Editors, then you will be C ONCEPT

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presented taking into account all your preferences (give out only my gmail id, no telephone numbers, not interested in moving outside Bangalore etc.) If you accept the offer then the newpaper will pay an access fee to the AA CADEMY . You will update your prole to indicate your new position.

16 Authentication of identity
Every member of the AA CADEMY gets in only after a physical interaction with one of the exisiting members of the AA CADEMY who is authorised to induct new members. The authenticated details of the prospective members identity, includnig the photgraph are gathered by the inducting member and uploaded to the system. The membership fee is physically collected.

17 Autonomy
The ais dened by the autonomy enjoyed by every constituent. Except for a small set of rules that dene, govern and protect the autonomy, there are no other rules and regulations that are mandated, imposed or compliance reviewed.

18 Universal Access
The strcuture of the AA CADEMY opens doors to everyone to be a learner and a teacher. There are no requirements other than your interest in learning and/or teaching. For instance, an NGO working with slum children my encourage and register as Learners the teenagers who are looking for to improve their standing in life. Each such learner is given certain amount of AA CADEMY learning credits. The NGO counsellor can help navigate the opportunities available with the AA CADEMY and help the learner get in touch with Teachers in the neighborhood who have skill sets to offer. Scalability has been the key barrier to several C ONCEPT

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well thought out efforts of NGOs. By being present everywhere, the AA CADEMY will provide the role of a solid anchor. This aspect of the AA CADEMY will become prominent only when a certain scale has been reached.

19 Infrastructure
Should the AA CADEMY have its own physical space and infrastrcuture? If so what should it be? if the goal is to have universal access, how will we ensure that this infrastruture is accessible to all Aacademicians? What will be the cost of such infrastruture? The administrative and operational teams of the AA CADEMY a unique component of the AA CADEMY and it requires a physical infrastructure to function. Thus, a corporate head quarters for the AA CADEMY , with the usual infrastruture of a large global corporation is certainly needed. Based on the premise that a very high brand image needs to be attached to the AA CADEMY right at its launch, will call for an elaborate and imposing building and premises to host the AA CADEMY corporate ofce. This will house the Board of Directors, the mangement team, the operational team, the marketing and sales teams, the public relations team and the nancial and accounting teams. There will be nothing in the infrastructure to distinguish the AA CADEMY hed ofce from any of the large corporate houses around the world. That the AA CADEMY is focused on universal education and learning is incidental to the organisation of the the corporation. There will be no specic academic infrastrcuture, like lecture rooms, auditoriums or libraries. Nor will there be internet access farms, electronic class rooms or laboratories. This is a conscious decision based on the zero, one, innity principle: We have one central corporate ofce, zero academic infrastructure created by the AA CADEMY and an innity of facilities aroud the world to be accessed by the Aacademician. However, the AA CADEMY will create conceptual models, systems and devices that can be replicated autonomously by the memebers of the C ONCEPT

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AA CADEMY .

B UDGET AND F UNDING

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The most extensive infrastrure that will be created by the AA CADEMY is the technology infrastruture

20 Operations 21 Budget and Funding

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