STUDY ON OPERATIONS &

PROJECT MANAGEMENT
IN CUELEARN PVT. LTD., BANGALORE

Summer Internship Project Work Report

Submitted in partial fulfilment of
the requirements for the degree of

MASTER OF BUSINESS ADMINISTRATION

By
RISHAV SAHA

(175SM024)

SCHOOL OF MANAGEMENT

NATIONAL INSTITUTE OF TECHNOLOGY KARNATAKA

SURATHKAL, MANGALORE -575025

November 2018
 DECLARATION

I hereby declare that the Report of the P.G. Project Work entitled

Study on Operations & Project Management in

CueLearn Pvt. Ltd., Bangalore

which is being submitted to the National Institute of Technology

Karnataka Surathkal, in partial fulfilment of the requirements for the

award of the Degree of Master of Business Administration in the School of

Management, is a bonafide report of the work carried out by me. The

material contained in this Report has not been submitted to any University

or Institution for the award of any degree.

175SM024, RISHAV SAHA

School of Management

Place: NITK, SURATHKAL

Date: November 29, 2018
 CERTIFICATE

This is to certify that the P.G. Project Work Report entitled

STUDY ON OPERATIONS & PROJECT MANAGEMENT

IN CUELEARN PVT. LTD., BANGALORE

submitted by RISHAV SAHA, 17501117SM24) as the

record of the work carried out by him/her, is accepted as the P.G. Project

Work Report submission in

of in the School of Management.

External Guide (if any) Internal Guide

(Name and Signature (Name and Signature
with Date and Seal) with Date and Seal)

Chairman - DPGC
(Signature with Date and Seal)
 ACKNOWLEDGEMENT

I am grateful to CueLearn Pvt. Ltd. for the opportunity of granting me to work on

“Operations & Project Management in CueLearn Pvt. Ltd., Bangalore”. A sincere
gratitude goes to Chirutha Kalra, Marketing Manager and Rahul Venuraj, Vice
President (Curriculum) for providing their valuable inputs, which were of great importance
in shaping the whole project in a meaningful manner. My extended gratitude to Nidhi
Thakur, Human Resources for accepting me as project management intern in the
organization, as without this, the whole project would not have seen the light of the day. In
addition, I am grateful to Mr. Manan Khurma, CEO, CueLearn Pvt. Ltd.
Again, I would like to extend my gratitude to all CueLearn Pvt. Ltd employees for helping
me learn many such things, which cannot be learnt in class but can only be experienced in
the industry.
I express my sincere gratitude to the internal guide Dr. Shashikantha Koudur, who was
always there to support me. His valuable guidance and suggestions helped in the fulfillment
of the project. I extend my thanks to all the professors in School of Management, NITK,
who contributed and had a significant role to play in the completion of this project.
I perceive this opportunity as a big milestone in my career development, I will strive to gain
skills and knowledge in the best possible way, and I will continue to work on improving
them, in order to reach a higher frontier in my career. For the names that I have missed to
mention “Thank you for your support”, this project is all yours.

v
 ABSTRACT

In India, where education is quite expensive and competition is inevitable, almost every parent

wants his or her child to become either an engineer or a doctor. Due to grading system, where

less than 99 percentile sometimes means exit from the tough competition, importance of

mathematics is beyond anything else, be it aptitude, creative reasoning puzzles, etc.

However, there is a gap between scorecard what students get in school and their understanding

of subjects. This gap is targeted by Google funded CueMath which is a product of Ed-tech

startup, CueLearn Private Limited. On one hand, it is provided a unique way of learning to kids

of K-8 segment and on the other, they are empowering homemakers in form of work from

home and entrepreneurship. In this project report, I conducted a study of understanding how

CueMath on demand side of business improves number of students for the new and existing

CueMath teachers. Objective of study evolves around the various operations activities, which

facilitates CueMath teachers to conduct interactive learning sessions for kids. How logistics,

material handling, transportation plays an important role on timely, efficiently and effectively

delivering the required support material to CueMath teachers, students and CueMath office. I

was mainly working in project management department for doing a pilot test of a C-Level

Project at CueMath Bangalore.

vi
 Index

CHAPTER 1 1

INTRODUCTION 1

CHAPTER 2 4

LITERATURE REVIEW 4

CHAPTER 3 7

OBJECTIVES AND SCOPE OF THE STUDY 7

CHAPTER 4 8

COMPETITIVE ANALYSIS 8

SWOT Analysis 9

PEST Analysis 10

PORTER’S Five Forces Model 12

CHAPTER 5 15

BUSINESS MODEL 15

CHAPTER 6 20

BUSINESS PROCESS 20

CHAPTER 7 27

CONCLUSION 27

REFERENCES 28

vii
 CHAPTER 1

INTRODUCTION

Overview of the Company:

CueMath is a Google-funded startup in Indian digital education sector targeting the

improvement of logical and creative reasoning of kids from LKG to standard eight.

CueMath aims to solve the problem of poor math learning in schools, tuitions and other

math programs. The exposure of most kids to math is superficial. Kids tend to think of

math as a disparate collection of facts and formulas, and hence become indifferent or even

averse to the subject. CueMath’s learning-by-doing system is designed to make kids see

math as a beautiful and logically interconnected subject, and as a result, to make them fall

in love with math.

The CueMath program is offered through home-based centers via trained and certified

CueMath Teachers. Each student has to attend three sessions a week. In every session, the

student will learn math using a multi-format learning system, which includes workbooks,

tab activities and puzzle cards. The learning trajectory of each student is personalized to

that student, and thus every student can learn and progress at his or her own pace. CueMath

started in 2013 from the Delhi region. As of March 2016, it had more than 1000 centers

across India.

1
Vision:

CueMath is a math mastery program with a powerful vision: to make every child great at

math.

Mission:

CueMath aims to transform the way kids across the globe experience math. Operating from

the assumption that every child can become great at math.

CueMath takes the following approach:

True math Learning

To really master math

Guided learning by doing

The primary objectives are making a child great at math can be one of the surest ways to

lead the child towards a successful academic, professional and personal future. By building

a learning system focused on fundamentals, CueMath’s vision is to make every child great

at math.

2
3
 CHAPTER 2

LITERATURE REVIEW

Solanki (2017) stated the various methods to facilitate CueMath teachers to improve their

student teacher ratio (STR). In addition, started CueMath Teacher’s Lunch Events,

CueMath Carnival, and launched digital marketing campaign for the company, including

social marketing. He also analyzed market and event organisation for the newly tapped

market. Solanki’s objectives was to enhance student teacher ratios via Marketing, Event

organizing and Digital branding Campaign on social platforms. In addition, to assist

learning sessions between CueMath Teachers and CueMath students and suggest

improvements and to achieve best possible efficiency and effectiveness in delivery lead-

time of CueMath products.

The report provided an abstract information on operations, processes and projects but very

detailed information on digital marketing campaigns, social media marketing, forward

logistics and lead generation.

Hammond (2010) explored the efforts to improve and professionalize teaching throughout

the past, and has made major changes including licensing of teachers, new types of

examination, revision of teacher coursework, clinical training of new teachers.

The report provided an abstract information on the rationale for teaching modifications and

licensing the teachers after updating their skills. The written instruments for assessing the

teacher competence and skill cannot capture fully the complexities of teaching knowledge.

Moreover, because the acquisition of teaching skill depends more on developing judgement

4
in complex non-routine situations, skill-sets can not be fairly assessed until the teacher has

the opportunity to encounter and work through many practical problems through teaching.

Erickson (2012) stated the view of learning to teach in the Elementary Teacher Preparation

Program is that learning to teach is a life-long process. Collaborating teachers and field

instructors to help in the internship and final report for each intern with whom they work.

Jennifer (2013) stated that a teacher collaboration is the highest leverage strategy for school

improvement. This research study documented teacher collaboration practices in School.

Findings highlight the value of establishing school-wide structures and collaborative

cultural norms to school leaders and teachers committed to working together. Teachers

articulated feeling far more “isolated” in some schools in which they taught, and describe

their current pedagogical practice as being defined by the daily routines of “learning things

from other teachers.” Teachers universally point to the impact of teacher collaboration on

student learning by improving classroom practice, promoting data use, increasing academic

rigor, and supporting students’ non-academic needs.

Johnston and Tiffany (2018) examined there is a lot of research suggesting that peer

collaboration is an important component of teachers’ long-term career development and

capacity to support student learning. There is abundant evidence that the work of teachers

is central to students’ chances of academic success, and that on-the-job collaboration

among teaching peers is increasingly seen to be a vital component to the development of

teacher capacity.

5
Berry (2009) found that over the last decade, it was seen that not all schools have equal

access to the most effective teachers. High schools that serve large proportions of

economically disadvantaged and minority students are more likely to have difficulty

recruiting and retaining teachers, particularly in high-demand subjects like math and

science. As a result, there is a large effective teaching gap. To fill this gap, new startups in

education is rising in the world where students can get desired education for a lesser price

sitting at home.

Burton (2015) explored the impact that teacher collaboration has on teacher learning and

development. The study included 22 participants in a rural elementary school in South

Carolina. Three common themes were identified and explored for their relation to teacher

learning and development. The findings of this qualitative study demonstrated that

effective teacher collaboration incorporates having shared or common goals, teacher

efficacy, and positive interdependence of teachers. Other related themes emerged, such as

effective collaborative practices that enhances the learning environment. This study also

reveals how the role of school leadership is needed to encourage and monitor teacher

collaboration in order to increase its effectiveness.

6
 CHAPTER 3

OBJECTIVES AND SCOPE OF THE STUDY

The objectives of the present study are as follows:

 To understand various operations related activities, their importance, scope of

improvement related to day-to-day business of the CueLearn Private Ltd in Pune to

achieve best possible efficiency and effectiveness.

 To study how forward logistics, material handling, project management and

transportation of material is actually happening in the CueMath office in order to assist

learning sessions between CueMath Teachers and CueMath students and suggest

improvement.

Scope of study:

 Collaborate with New Partners: Help these CueMath teachers to start their home-based

business by facilitating them in attracting new CueMath kids to join the program by

providing them Marketing collaterals, Study materials, Math games, Math box and

other materials.

7
 CHAPTER 4

COMPETITIVE ANALYSIS

A competitive analysis is the analysis of the competitors of the firm and how the business

process is being compared within the same industry. It is a critical part of the company's

business plan. By evaluating the strengths and weaknesses of the firm's competition, the

firm can begin to formulate how to give itself an advantage. Such an assessment is usually

part of a company’s business or marketing plan, and provides context for growth plans.

Porter‘s Five Forces model is a simple yet powerful tool for understanding where power

lies in a business situation. Thus useful, as it helps to understand both the strength of firm’s

current competitive position and the strength of a position firm is considering moving into.

CueMath has its own strategic and operational factors to follow upon some of which have

been explored through SWOT analysis and value chain analysis for the organization.

8
 SWOT Analysis –

POSITIVES NEGATIVES
STRENGTHS WEAKNESSES
Advantages of the organization. Activities that can be determined as your
weakness in the market.
Activities of the company better than
competitors. Factors that can reduce the sales.
INTERNAL

Unique resources and low cost resources Competitor’s activities that can be seen
company has. as your weakness.

Activities and resources market sees as

the company’s strength.

Unique selling proposition of the

company.

OPPORTUNITIES THREATS
Interesting trends of industry. Activities of competitors.

Opportunities for CueMath can be Product and services quality standards.

obtained from things such as:
Threat from changing technologies.
EXTERNAL

Change in technology and market

Financial/cash flow problems.
strategies.
Weakness that threaten the business.
Government policy changes that is
related to the company’s field.

Changes in social patterns and lifestyles.

Local events.

9
PEST Analysis –

A PEST analysis is an analysis of the external macro-environment that affects all firms.

P.E.S.T. is an acronym for the Political, Economic, Socio-cultural, and Technological

factors of the external macro-environment. Such external factors usually are beyond the

firm's control and sometimes present themselves as threats.

POLITICAL:

 Strong and powerful political person, his point of view on business policies and their

effect on the organization.

 Strength of property rights and law rules.

 Effects of changes in legislation and taxation on the company.

 Trend of regulations and deregulations. Effects of change in business regulations

 Timescale of legislative change.

 Other political factors likely to change for CueMath.

ECONOMIC:

 Position and current economy trend i.e. growing, stagnant or declining.

 Exchange rates fluctuations and its relation with company.

 Change in level of customer’s disposable income and its effect.

 Fluctuation in unemployment rate and its effect on hiring of skilled employees.

 Access to credit, loans, and its effects on company.

 Effect of globalization on economic environment.

10
 Considerations on other economic factors.

SOCIO-CULTURAL:

 Change in population growth rate and age factors, and its impacts on organization.

 Effect on organization due to change in attitudes and generational shifts.

 Standards of health, education and social mobility levels.

 Employment patterns, job market trend and attitude towards work according to

different age groups.

 Social attitudes and social trends change in socio culture and its effects.

 Religious believers and life styles and its effects on organization.

 Other socio-cultural factors and their impact.

TECHNOLOGICAL:

 Any new technology that company is using.

 Any new technology in market that could affect the work, organization or industry.

 Access of competitors to the new technologies and its impact on their product

development/better services.

 Research areas of government and education institutes in which the company can make

any efforts.

 Changes in infrastructure and its effects on work flow.

 Existing technology that can facilitate the company.

 Other technological factors and their impacts on company and industry.

11
PORTER’S Five Forces Model –

Porter's Five Forces Model is an important tool for understanding the forces that shape

competition within an industry. It is also useful for helping the firm to adjust it's strategy

to suit the competitive environment, and to improve it's potential profit. It works by looking

at the strength of five important forces that affect competition:

 Bargaining Power of Suppliers: the ability of suppliers to drive up the prices of the

inputs.

 Bargaining Power of Buyers: the strength of the customers to drive down the prices.

 Degree of Industry Rivalry: the strength of competition in the industry.

 Threat of Substitutes: the extent to which different products and services can be used

in place of the firm's own.

 Threat of New Entrants: the ease with which new competitors can enter the market if

they see that the firm is making good profits.

THREAT OF NEW ENTRANTS:

As the industry has high profits, many new entrants will try to enter into the market.

However, the new entrants will eventually cause decrease in overall industry profits.

Therefore, it is necessary to block the new entrants in the industry. Following factors

describe the level of threat to new entrants:

 Barriers to entry that include copyrights and patents.

 High capital requirement.
 Government-restricted policies.

12
 Switching cost.
 Access to suppliers and distributions.
 Customer loyalty to established brands.

THREAT OF SUBSTITUTES:

This describes the threat to company. If the goods and services are not up to the standard,

consumers can use substitutes and alternatives that do not need any extra effort and do not

make a major difference. The potential factors that made customer shift to substitutes are

as follows:

 Price performance of substitute.

 Switching costs of buyer.
 Products substitute available in the market.
 Reduction of quality.
 Close substitution is available.

DEGREE OF INDUSTRY RIVALRY:

The lesser the money and resources required to enter into any industry, the higher chances

there will be of new competitors and be an effective competitor. It will also weaken the

company’s position. Following are the potential factors that will influence the company’s

competition:

 Competitive advantage.
 Continuous innovation.
 Sustainable position in competitive advantage.
 Level of advertising.
 Competitive strategy.

13
BARGAINING POWER OF BUYERS:

It deals with the ability of customers to take down the prices. It mainly consists of the

importance of a customer and the level of cost if a customer will switch from one product

to another. The buyer power is high if there are too many alternatives available.

Correspondingly, the buyer power is low if there are lesser options of alternatives and

switching. Following factors will influence the buying power of customers:

 Bargaining advantage.
 Switching cost of a buyer.
 Buyer price sensitivity.
 Competitive advantage of company’s product.

BARGAINING POWER OF SUPPLIERS:

This refers to the supplier’s ability of increasing and decreasing prices. If there are few

alternatives of supplier available, this will threaten the company and it would have to

purchase its raw material in supplier’s terms. However, if there are many suppliers’

alternatives, suppliers have low bargaining power and company does not have to face high

switching cost. The potential factors that effects bargaining power of suppliers are the

following:

 Input differentiation.
 Impact of cost on differentiation.
 Strength of distribution centers.
 Input substitute’s availability.

14
 CHAPTER 5

BUSINESS MODEL

CueMath has set up a network of home-based centers run by well-educated, trained and

certified CueMath teachers. CueMath believes that a strong math foundation can have a

transformative impact on a child’s future and hence building it is imperative. The following

images captures the essence of the CueMath learning.

The model involves:

CueMath Teacher Partner (i.e. the trained and certified facilitator).

Teachers run a home-based center for math excellence, using CueMath’s tech-enabled

multi-format learning system (workbooks and learning aids, tab, and puzzle cards), With

KG to standard eight students in heterogeneous groups. The company’s goal is to have a

15
CueMath center for math excellence in every nook and corner of the country, and

eventually to expand this network globally.

Product:

CueMath’s after-school program is open for children from KG to 8th grade. The program

necessitates only three one-hour sessions in a week, leaving children with the time every

child deserves, to play and to have other skills. To build a high math proficiency in children

within these one-hour sessions, ensuring that the student is engaged with the subject is the

key. CueMath achieves this with the help of its multi-format learning system, which

include:

 Workbooks and Learning Aids to Cover School Curriculum.

 Puzzle Cards: To Develop Creative Reasoning.
 Tab-based Gamification: To Develop Cognitive Agility.

16
Supply Side: Partners

CueMath Teacher Partners are typically well-educated women in the age group of 30 - 48,

who take up this opportunity to

 Build a part-time source of income.

 Do something meaningful with their skillset.

 Enjoy their free time on working with kids and creating impact.

Some offline techniques (eg. recruitment events) have also been tried to recruit partners,

but with limited success. Most partners are women who gave up their full-time careers once

they got married or had children. Partners run their CueMath centers from their own homes;

very little investment is required to start a CueMath center.

A CueMath Certified Teacher

17
 CueMath students studying at CueMath Teacher’s place

Revenue Model of CueMath

A partner earns through a revenue sharing arrangement. Suppose that each child pays a

monthly fee of INR 2000, and a partner has 20 students. She will be generating INR 40,000

in monthly revenue, of which she will retain 60% or INR 24,000 per month. This will

require her to put in about 12 hours of work per week.

CueMath retains 40% of the generated revenue. As of today, the average earning of a

CueMath teacher who has been in the system for 6 months would be about INR 8,000 per

month. This is because there’s a certain ramp-up to capacity (a partner may take 9 months

to reach 20 students).

18
Demand Side: Customers & Consumers

For CueMath, the (real) consumer is the student (who learns through the CueMath learning

system), whereas the customer (the one who pays) is the parent.

Since their target group is students of grades KG to eight, parents are the primary decision-

makers. However, the decision of the customer (parent) to buy (enroll) relies significantly

on the engagement or enjoyment of the consumer (student).

A parent will evaluate a program like CueMath on two measures:

 How well the child is doing on school math exams due to the program.

 How happy the child is being part of the program.

In the CueMath model, partners generally do most of the customer acquisition. Thus, the

actual sale to a customer happens between the partner and the customer, and not between

CueMath and the customer. This means that the “last-mile” experience of a customer is

extremely critical for a successful sale to materialize.

 Across India, the average monthly fee for a CueMath student is about INR 1600 per

month.

 Each student gets 3 classes per week, or 12 classes per month, and each class is an hour

long.

19
 CHAPTER 6

BUSINESS PROCESS

A business process is a collection of linked tasks, which find their end in the delivery of a

service or product to a client. A business process has also been defined as a set of activities

and tasks that, once completed, will accomplish an organizational goal.

Business Objectives

To achieve the following key objectives by next academic year, CueMath intends to have:

1. Active Teachers: 11,000

2. Active Students: 66,000

To achieve the above growth the company intends to go deeper into the six “core” cities

for CueMath: Delhi, Mumbai, Pune, Hyderabad, Bangalore, Chennai, and eight “other”

cities: Ahmedabad, Kolkata, Nagpur, Coimbatore, Nashik, Vizag, Goa and Chandigarh.

1. Student Retention: with a goal of 100% retention at the center.

2. Teacher Quality: with the objective of establishing a CueMath Teacher as the best math

educator in a locality.

3. Teacher Success: with the goal of twenty-four plus enrolled students for every

CueMath Teacher.

4. Marketing Objective:

 Create a distinctive brand in this space.

 Focus for the year on increasing supply (teachers) so CueMath end with a pan-India

 Standardize experience (in terms of communication) across life cycle of a user.

20
21
CueMath Teacher Selection Process

An applicant will be considered if she meets all the below mentioned criteria:

Should be a married woman from one of the below mentioned six core cities:

Delhi NCR, Bangalore, Mumbai, Chennai, Hyderabad, Pune or 8 “other” cities includes

the following, on whom CueMath may focus on them at a later stage:

Ahmedabad, Kolkata, Nagpur, Coimbatore, Nashik, Vizag, Goa and Chandigarh.

Investment Involved:

1. INR 1000/- + INR 7000/- (for existing teachers in T1 stage or in the system)

- INR 7000 is for the Math Box, which is refundable when the teacher will reach active

student count of eight.

- Fees for Math Box can be paid in installments.

2. INR 500/- (application fees) + INR 20,000/- (setup cost)

- INR 500/- is the application fees which the leads will have to pay before appearing for

in-person evaluation.

- Both application fees and setup cost will be non-refundable.

- Micro-finance options will be available for setup cost (depending on the teacher cohort)

Teacher Cohort:

1. Teacher has Tab of required specifications; and she just needs to pay for setup cost of

Math Box. (Amount to be paid is INR 7000/-; which is non-refundable)

2. Teacher pays setup cost for Math Box and Tab upfront, in one transaction (amount to

be paid is INR 20000/-, which is non-refundable)

22
3. Teacher pays setup cost for Math Box and Tab using micro-finance option (amount to

be paid is INR 20000/-, which is non-refundable)

Payment Options:

Option 1: Purchase full package, payment upfront

Payment of INR 20,500 in full can be made on the CueTeacher app (CueMath’s app

interface for its teachers) and will be paid directly to the vendor. EMI options are available

with a credit card.

Option 2: Purchase full package with loan through financing partner

Option 3: Purchase without tablet

In this case, the tablet cost of INR 8,850 will be waived off. She will still be required to

invest in the remaining hardware, learning aids and marketing materials at an upfront cost

of INR 11,650. There is currently no personal financing available for this option.

Teacher Onboarding Process:

Pre-requisites for Starting a CueMath Center-

CueMath charges a non-refundable application fee of INR 500 when an eligible applicant

accepts the initial offer of attending the in-person/video call evaluation and subsequent

screening.

In order to successfully get the CueMath center started, a CueMath Teacher also needs to

invest in the following:

1. Tablet + Headphones

2. Learning aids

3. Marketing Kit

23
The initial setup cost of the above three is INR 20,500. To assist her with this investment,

CueMath has also collaborated with hardware vendors and financial institutions to avail

payment installment options and discounted rates.

Math-Box:

Math box came into picture in April 2017. The CueMath learning system, which include a

fully functional state-of-the-art Math Box. This box has 17 physical learning aids and 4

math games to boost conceptual understanding and for engagement.

24
The box has manipulatives useful for students from KG, right up to grade eight. Younger

students can now actually see concepts like place values, skip counting and fractions. For

older kids, concepts like HCF, LCM and algebra will be tangible. A manipulative can be

used to visualize, factorize and solve quadratic equations.

In addition, this box comes with four math games covering syllabi from KG to grade eight

and can be played by 2 to 6 players. This will form an integral part of CueMath experience.

A boost to CueMath center:

Very few schools integrate math manipulatives the way CueMath is planning to. No other

math program uses such a wide range of math manipulatives. Therefore, while the learning

outcomes of such a kit are well documented in educational research, this will also be a huge

shot in the arm for CueMath Teacher to make the center successful.

25
FUNDING
CapitalG (formerly known as Google Capital), the growth equity investment fund of

Alphabet (Google’s parent company), led this round of funding. When asked about the

rationale behind this investment, Kaushik Anand, CapitalG’s Head of India Investments,

said, “We believe technology can help solve the strong desire and need for quality

education. In addition, CueMath has scaled with great unit economics and capital

efficiency. We are happy to be supporting CueMath on the quest of transforming the way

math is experienced by children across the globe.”

Founded in 2013, there are over 2,000 centers educating more than 10,000 students across

the country. By March 2018, CueMath aims to establish 5,000 centers and enroll 40,000

children in the program. The funds raised will be utilized towards making the learning

system more powerful and expanding to more cities across the country.

26
 CHAPTER 7

CONCLUSION

In startups like CueLearn Pvt. Ltd., where there is a lot of scope for improvement of

operations, processes and projects, there is huge opportunity to learn and implement. Every

day one can find out problems and work on that such as failure to meet customer needs and

numerous scopes for improvising that helps to provide creative solutions using innovative

approach. There is huge scope of improvement in CueMath such as in forward logistics,

last mile delivery, and reverse logistics about which the startup for the time being is

ignorant as they are more focused on sales and expansion. The way by which teachers once

out of the system can return all these materials back to CueMath still needs to be explored

since there is lot of wastage and copyright issues in different cities if material is not

recovered from deactivated teachers.

27
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 Berry B, Daughtrey A, and Alan W (2009). A report on Closing the Effective

Teaching Gap, Center for Teaching Quality.

 Burton T (2015). Exploring the impact of teacher collaboration on teacher

learning and development, University of South Carolina – Columbia.

 Company Profile and Business Process Data from CueMath, CueLearn Pvt.
Ltd.
 Erickson H (2012). A report on Collaborating Teachers & Field Instructors,

Department of Teacher Education, Michigan State University.

 Hammond L, Gendler T, Arthur W (2010). A report of Teaching Internship,

practical preparation and licensed profession at RAND.

 https://www.cuemath.com/

 https://www.cuemath.com/blog/google-capitalg-partners-cuemath/

 https://web.wpi.edu/Pubs/E-project/Available/E-project-052711-

122422/unrestricted/BMurray_North_SWOT_v2.pdf

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Center for Education Research & Policy.

 Johnston W. R, Tiffany T (2018). A report on The Prevalence of Collaboration

among American Teachers, RAND Corporation, Santa Monica, Calif.

 Solanki S (2017). A report of digital marketing and forward logistics in

CueMath Pune.

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