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01. Maker space lab curriculum
Thirty sessions a year, per grade, per division. One class a week of 40 to 60 minutes, certified at the end of the year. The usual starting point for a district.
For Government
Public systems. Open to partner.
We are actively seeking collaborations with ministries of education, state missions, district school boards and public university systems. Anywhere in the world, to bring a full technology curriculum into public classrooms. Below is what we propose, and how we work.
Quick answer
NASCA offers public systems four programmes built on sixteen technology sub-streams and one six-parameter assessment: the core lab curriculum, domain specialisation for K-12, whole-school integration, and specialisation for higher education and professionals. Founded in 2017, registered in 2018, headquartered in Mumbai.
Nine years of classroom-tested curriculum, accredited assessment and teacher training, now ready for public systems at district, state or national scale.
2017
Building curriculum since
16
Technology sub-streams
4
Programmes for public systems
6
Assessment parameters
What a system would run
Four programmes, one curriculum spine.
Everything below draws from the same sixteen sub-streams and the same six-parameter assessment, so a state can start narrow and widen without changing systems.
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02. Domain specialisation, K-12
One sub-stream followed all year, weekly build cycles, capstone presented to a live panel. Useful where a state wants depth in a chosen technology.
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03. Whole-school integration
STEAM carried inside existing subjects rather than parked in a club. Subject teachers trained, timetable and teacher load planned with your academic team.
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04. Higher education and professionals
Specialisation tracks for university faculties, polytechnics and public-sector workforce reskilling, with the same assessment discipline.
Every child is scored on the same six parameters. The rubric is published openly at /assessment/rubric, and a sample report card at /assessment/report-card.
Honest disclosure
What we bring to the table.
Nine years of building curriculum, training teachers and measuring outcomes, set out plainly.
What we have done
- • Built and run a full technology curriculum across private schools, colleges and individual learners since 2017, from a Mumbai headquarters with offices in India, Dubai and the United States.
- • Earned World STEM Federation accreditation for our pedagogy and assessment.
- • Trained teachers, run competitions and delivered cohort-based AI institutes.
- • Published our curriculum map and our six-parameter assessment rubric openly, so any authority can read them before talking to us.
What we bring to a public system
- • A curriculum already tested at scale, ready to map to state or national frameworks.
- • Teacher training and coaching built in, so the programme survives after year one.
- • Transparent assessment, with district-level reporting that officials can audit.
- We are ready to start with a pilot, an advisory engagement or a full rollout, at whatever pace suits the department.
Engagement models we propose
Four ways we are ready to partner with public systems.
Each model is designed to fit existing procurement, audit, and reporting frameworks. We bring the curriculum and pedagogy; the system retains ownership.
Procurement-ready
Ready for your procurement and audit gates.
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RFP / RFQ ready
Our team can respond to RFPs, RFQs, and EOI documents. Standardised technical and financial response templates available on request.
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Framework alignment
We map curriculum to your existing standards. NEP 2020, ISTE, CSTA, MoE STEAM, EdTech Plan, CBC, DfE PoS, not the other way around.
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Data residency
We are prepared to host learner data in-country wherever required, and to sign DPDP, FERPA, GDPR, PDPL, or equivalent data-protection undertakings.
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Transparent pricing
Per-school, per-teacher, and per-student rate cards available. No bundled licensing tricks. Audit-friendly.
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Public reporting
We commit to quarterly outcome reports published on your portal and ours, including what did not work.
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Local presence on demand
We can establish a local entity, hire local staff, and partner with a local implementation agency where procurement rules require it.
Standards we map to
We propose to map to your standards. Not the other way around.
| Jurisdiction | Framework | Proposed mapping |
|---|---|---|
| India | NEP 2020 · NCF-SE 2023 | Grades 6–12 AI-STEAM units, vocational stream alignment, Bharatiya knowledge integration |
| UAE | MoE STEAM 2023 · AI Strategy 2031 | Arabic + English curriculum, MoE-aligned teacher PD hours |
| United States | ISTE Standards · CSTA · Common Core math | K–12 AI literacy progression, Title I equity overlays |
| United Kingdom | DfE Computing PoS · Gatsby Career Benchmarks | KS3–KS5 AI modules, careers integration, Ofsted-friendly evidence pack |
| Singapore | EdTech Plan 2030 · Applied Learning Programme | Project-based AI ALP, MOE Edusave-eligible enrichment |
| Saudi Arabia | Vision 2030 · NSDAI · MoE STEAM | Arabic AI curriculum, Saudization-ready trainer pipeline |
| Australia | Australian Curriculum v9 · Digital Technologies | F-10 digital technologies alignment, STEM Ambassador pathways |
Mapping is a proposal, not a claim of endorsement. Final alignment is co-developed with the partnering authority.
Questions we get a lot.
Have you worked with any government before?+
We have built and run technology and AI curriculum across private schools, colleges and individual learners since 2017, and we are ready to bring that work into public systems. We welcome conversations with departments, ministries and district authorities.
What exactly would a public system be buying?+
One of four programmes: the core lab curriculum, domain specialisation for K-12, whole-school integration, or specialisation for higher education and working professionals. All four draw from the same sixteen technology sub-streams and the same six-parameter assessment.
Can you respond to a public RFP?+
Yes. Send us the tender and we will come back with a clear read on fit, the scope we would bid, and the local implementation partner we would bring in to meet every requirement.
What is the smallest unit you would engage?+
One district, 25 to 100 schools, or one university faculty. We would rather earn conviction at pilot scale before discussing a wider rollout.
Where are you based?+
NASCA was founded in 2017 and registered in 2018. Our headquarters is in Mumbai, and we operate from India, Dubai and the United States.
How would you measure outcomes for a ministry?+
On the six parameters we assess every child on, reported twice a year, plus teacher confidence surveys, student project showcases and an annual independent impact study published on your portal and ours.
Who would own the curriculum IP?+
Joint ownership by default for sovereign deployments. The partnering authority retains perpetual, royalty-free rights to use, translate and adapt within its jurisdiction.
How fast could you mobilise after an award?+
Master-trainer cohort within 30 days of an LOI, school-level rollout within 90 days. We are a small, fast team and we build local capacity from week one.
If you represent a public system, we would like to talk.
Ministry, state mission, district board, public university, wherever in the world. One call, and we will map out a scoped pilot you can put in front of your committee.