Chief Risk Officer, London Stock Exchange Group plc
Decoding the 'Parikrma Way' of education: Fireside chat with Balbir Bakhshi and Shukla Bose
Join Shukla Bose, Founder of Parikrma Foundation, and Balbir Bakhshi, Group Chief Risk Officer at LSEG (London Stock Exchange Group), as they discuss the innovative 'Parikrma Way' of education. Learn how Parikrma's holistic approach empowers marginalized communities and transforms lives.
#ParikrmaWay #EducationForAll #SocialImpact #InnovativeLearning #LSEG #FiresideChat
Transcript (97 segments)
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Host0:00
[Music]
But you had a very successful career in the corporate world, so tell us a bit about the journey from there to where you are today.
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Balbir Bakhshi0:14
Good morning everyone, and thanks for inviting me here. It's really an honor. I was in the corporate world for 26 years. I was a CEO of a very large multinational company for 11 years, looking after India, Southeast Asia, Middle East, China, and the Pacific Rim. Every time I wanted to do something different, I would go to my boss and he would give me a different country to look after, which was very flattering. I absorbed it and did well. But after 26 years, I felt that I needed to do something different.
The need to do something different happened because when I was in school, college, did my Master's and MBA, I had volunteered with Mother Teresa for seven years. I was not a very special volunteer because she had thousands of volunteers working with her, but I was one of those very diligent, regular volunteers. I did a number of activities with her which exposed me to the inequity that exists in our world.
I remember after 26 years, when I wanted to do something different, it wasn't a very big thing for me. It was not very daunting. I was not scared. I knew what I was getting into. So I just quit one day and with all my own personal savings I started Parikrama, because it was very important for me not to ask for money from outside till I had something to show. And I think that was one of the wisest decisions I made, because it gave confidence to the people that I approached later. They felt that if I was willing to take such big risks with my own life, obviously I was confident enough to show results.
Working in the corporate world was very important for me because it gave me the exposure and the skills to run an organization, and I put it to good use when I started an NGO of my own. I think that corporate skill has made us stand apart, because we run an organization that is recognized by GuideStar as one of the most transparent and good governance NGOs in the country, and that has helped us further.
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Host3:01
So tell us about the journey. You started this foundation, you're a risk taker. And you and I spoke about the fact that India is not a very equitable place, particularly between men and women — they're still on a journey around equality. And we heard on the video that most of the parents had not been to school. So how do you — you're pushing against girls going to school, and actually why go to school in the first place. How did you deal with some of these cultural issues?
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Balbir Bakhshi3:43
The first thing I did when I started Parikrama was to find believers around me. We began with 165 children on a rooftop inside the slums, with 11 staff members. That has now grown to 1,800 in our schools and 200 that we sponsor, so 2,000 children we take care of. The number seems large but it's very small compared to the needs in the country.
What I'm very proud of is that out of the 11 staff members, 10 are still with me. That's an amazing thing. The believers I had around me thought like me, and we felt that we needed to not just teach our children how to read or write, but to actually make them think differently about themselves and about their contribution to the world.
We went knocking from door to door looking for children who would not have been sent to school. It was totally free, we were giving all three meals — it seemed like a good thing for the families. But we would not admit the boys if the girls were not sent to school. We said the girls have to come to school as well, and so we started giving that message very early on.
What therefore happened is we also started to work with the families. We call it the 360-degree program where we give all three meals for nutrition, mental healthcare. We give them an English-medium education because I think that's very important for them to feel equal to anyone. We started working with the mothers first because the mothers were more interested in their child's development. 98% of our fathers are alcoholics, 92% of our children have someone in their family in jail. So we are not only addressing poverty, we're addressing functionality as well. For that we needed to make them think differently.
When the parents began to see that the children were happy in school, they began to be more compliant and listen to us and believe in us.
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Host6:18
And when we met, you told us about the selection process which you said is a very tough process you and the teachers go through. Can you share a bit?
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Balbir Bakhshi6:31
India is one of the largest education systems. 1.5 million schools, nearly 9 million teachers, 265 million children that go to school. Out of that only 35 million actually complete schooling, so it's a disastrous story.
What we did was ensure that we create happy places for our children so that they come to school regularly. We have the highest attendance rate in the country, which is 96%. We have the lowest dropout rate, which is less than 1%. We have the highest parents-teacher attendance, which is 100%. Those are absolutely trendsetters — it's not seen elsewhere.
What we have achieved is getting children and parents to look at education differently. It's not just how to read and write. That's the step forward which is influencing everybody, and we've never looked back since then.
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Host7:50
And tell us about some of the success stories.
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Balbir Bakhshi7:55
Oh, there are so many. I'll give you an example. Yesterday I spent the day with a student of mine who I had picked up from the streets, from the same slums that you saw in the video. She came to our school, graduated from our school, we sponsored her education. She wanted to become a doctor but couldn't make the cut — the competitive grades.
We encouraged her to take up nursing. She went to one of the best nursing colleges in the country and today she is a nurse in a hospital in London. She's been here for a year and she contributes to Parikrama — she started contributing now. That's one story.
I have a student who was an immigrant from another state into Bangalore. We saw him playing around the streets, not going to school. We picked him up, convinced his parents to allow him to come to our school, and he graduated from Parikrama. We sponsored his hotel management because he had this great inclination to cooking, and today he runs a very well-known boutique restaurant in Dublin.
It's not just doing well. I have many doctors, lots of software engineers, working in companies like Cisco, Accenture, Emphasis. They are moving out of the slums and taking their families with them. That's exactly what we want our children to do — not to live in an environment of indignity and deprivation, but to move up and lead a better quality life.
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Host9:58
So you focused a lot on social change. Was that a byproduct or was it always a plan?
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Balbir Bakhshi10:07
Oh, that's a good question. When we started Parikrama, we didn't want to have very highly academic achievers, although that is the pressure most schools go through even in India. Our vision was to create students who would be not just consumers but good citizens.
Consumers, when you start working well and earn well, you can afford cars and houses and holiday loans. But citizens are ones who also contribute to the betterment of others around them. Social change is what we're trying to create.
I keep telling my students, even just the other day in London, I was saying that what you really need to do is look at the value behind numbers — that's very important. Don't look at your success as what you can afford. Look at your success as what you can give. To be able to create that ability within yourself is what we're trying to do, and that's what makes a good citizen.
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Host11:41
I would say that on the day I visited the school, it was actually the kids were on holiday and they were given the option to come in, and the school was full of kids. They all came in, which just shows that their preference is to be in school, in that environment where they're learning. Very talented artists — they were doing artwork and they presented me with a card which I have in my room at home and I look at every day. Amazing artists. And you showed me some pictures of the artwork. You finally gave me a small acrylic piece done by an 11-year-old. There's absolutely no way I could reproduce something like that.
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Balbir Bakhshi12:28
Talking about contribution, some years ago there was this massive earthquake in Nepal and many schools were demolished and they lost many lives. My kids came to me and said, we want to do something. We've heard in the news, we've done it in assembly. A lot of lives are being lost, we want to do something. But we don't have the money — they call me Aka, which is older sister. We don't have the money but we can do it through sacrifice.
They gave up their breakfasts on Saturdays, and the money that we would have spent on their breakfasts was collected and we were able to build three classrooms in a school in Nepal with just their sacrifice. That's being a good human being — understanding the power you have by giving up something, not just acquiring things.
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Host13:36
And what have you found personally the hardest going through this?
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Balbir Bakhshi13:45
Personally, the hardest has been when my kids come to me wanting to do something, or my teachers say we need to do something, and I can't afford to. Saying I can't afford to do that is like wearing your corporate hat and doing the balances. That's really very disturbing.
I have a fantastic girls football team — I also started a girls football team because I think girls need to play football as much as boys. They started doing very well, they were winners in the B division. But I just couldn't afford to keep that team going because you have to give them playing fees, gears, better nutrition. This year I had to take a call that we can't do it, and it was absolutely distressing for me to have to say no to those budding footballers just because I didn't have the money.
That is very challenging for me — having to say no because you can't afford. And then you get angry because you say why can't we afford. Those have been very challenging moments.
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Host15:23
And you still keep pushing the boundaries. But you told me about a school that you're building in a very natural environment so that the kids can experiment with nature. And ELIC has been helping on that.
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Balbir Bakhshi15:36
I have to at this point say ELIC has been marvelous. Not only with their financial support but also with the kind of volunteering that has happened with our kids. Our kids love your volunteers, and that says a lot because kids are good judges of character.
I've started this program — all our schools are rented spaces because I didn't have enough money to buy land and I wanted to get started quickly. But because I keep crying to my friends saying my landlords are increasing the rent, one of my very old Parikrama supporters came forward and donated 11 and a half acres of land, which is a godsend. It's a little further away from the city so it cannot compensate for a school, but what we're creating is the first nature school in the country.
My kids come from 100-square-foot, really small, congested houses — shacks for five people. Many of my boys sleep outside because there's not enough space. There are huge sewage drains in front of their houses. I realized that my kids need space. They need space to think big. Space plays a very important role to think big about themselves, about the world.
I'm creating this nature school where there'll be very little construction. I'll have classes under trees after the trees grow. Right now it's a very arid place but we're developing it, and ELIC volunteers have planted many trees. We're going to teach about environment, about climate change, about soil, regeneration of water, rainwater harvesting — all the things we talk about we are going to actually experiment with, hands-on, with children from age five to 17.
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Host18:08
That's fantastic. You've spoken a lot about cultural change, social change. Tell us a little bit about how you're impacting government policy on these topics and using your schools as a role model for what other government schools could be.
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Balbir Bakhshi18:29
I'm glad you asked that question because I often forget to mention it. A lot of people ask, you've got a sustainable model, you have long-term supporters, but how are you scaling in a country with so many children out of school? The biggest temptation is to start more schools, but I know we don't have that kind of bandwidth and we have to be practical about it. Our new dimension of scaling is adopting government schools.
The government continues to pay for the teachers, the infrastructure, but to create change in state schools is not to build toilets or build computer rooms — it's to change the software of the schools. We call it Parikrama inside. It's the way we teach, the way we train our teachers, the way we treat our children — those are the best practices we take into the schools. We have adopted seven government schools, impacting about 65,000 children. Two of our schools have been selected as one of the best schools in the country by the Prime Minister. Even the little bit we're able to do in the government schools has a long-lasting impact.
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Host20:38
How much potential do you think you have down that road to influence policy change?
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Balbir Bakhshi20:44
Working with the government is a bit of a challenge, and I'm saying that in a very delicate way. But we have to keep doing it. The government has invited me on forums, in Delhi as well as in the state, to look at the curriculum, to give advice in different capacities.
I ran in the Knowledge Commission, I was chairperson of the school task force. All my other colleagues were very eminent scholars in education. I was the only one actually running schools, so I had to pin them down and say look, those things don't work at the grassroots level. What I'm able to do is help in reducing the gap between policy and implementation, because I'm an implementer but I'm also getting into policy.
I wish there were others like me. The problem is a large problem. One of the things I learned from Mother Teresa — she would keep telling me, don't get impatient. Her magic words were passion, perseverance, and patience. She said you have a lot of passion, I can see that. You have a lot of perseverance, I can see that. But you have no patience, and you have to learn patience.
One of the things she would tell me is: you don't have to do great things, but do small things in a great way with a lot of love, then that will become great. I've always kept that in mind. I tell my teachers also to be patient. The very fact that we have 96% attendance is something to celebrate, because not many schools have that. The very fact these kids, coming from the background that they do, come to school every day is because they love coming to school — that is what we should congratulate ourselves for.
I'm asked when will you retire because obviously I'm getting old. I say I retire every night, and I get up every morning and say this is a new day. That's how I get my teachers to think as well.
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Host23:29
We certainly do think you are doing great things. But tell us a little bit more about what it was like volunteering with Mother Teresa.
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Balbir Bakhshi23:39
I was very young then, many decades ago, that's when she was alive. It was a life-changing experience. I didn't realize then the impact that she was having on me. I was not, to be very honest, in awe of her or anything. I just felt the kind of work that she did with such love was something that I would like to be associated with.
I was working with a program called Naya Dhar. Naya Dhar in Hindi means soft heart. She had a center where we would pick up destitute beggars and abandoned people, dying — we would bring them to the center, nurse them to health. But in Naya Dhar most of them died because we got them very late.
One of the things that got me awestruck was the kind of love that she showed while picking up, cleaning the wounds and maggots from the wounds. It was a horrific sight, but she did it with so much love and care, made so much of a difference to the dying person. That had a lot of impact on me.
But being the person I am, I wanted to see change. I said if they're dying, we're not actually impacting them — at that time I didn't realize that even two or three days of love and care makes a difference. I wanted to do greater things, so I went and asked Mother Teresa if I could do something else. She put me to Shishu Bhavan — a program with abandoned children, mostly girls. We would take care of them.
She would say, her very famous magic: if you have a lot of clarity about what you want to do, you have conviction, commitment, courage, and then most importantly, compassion — you will always be successful. Those are some of the things I learned from her. Compassion and passion are interwoven. You can't do much with just passion — passion should lead to something. And compassion without passion is of no use. Those were my takeaways of those seven years with her.
I also learned that you need to be very astute. I wish I could be more like her. She would call me when I had moved on to a different city — she had another nun call me and she'd come on the phone and say, Shukla, I found a baby for you, and I'm naming her Shukla. There were seven girls that had been named Shukla after me, but I knew that what that meant was that I had to send her a check. And I did it happily.
There are still these kids who are really very disadvantaged — deaf, blind — and just being taken care of.
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Host27:18
I think part of your success is definitely how much love you bring into what you do. With the children it was very visible to me when I visited.
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Balbir Bakhshi27:27
I love my children. The other day somebody called me who knew me from the past and said how many children do you have? I didn't think twice, I said 2,000. And there was a stunned silence on the other end. They are my children. I love them. They definitely return that love.
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Host27:53
I have one last question I forgot to ask you and then we'll see if there's questions here. You mentioned something to me about one of the cultural aspects — India is a very differential society, very hierarchical, and you promote children to ask questions and challenge more senior people than them, teachers or parents, even when they're wrong. Tell us a bit more about what was your thought process.
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Balbir Bakhshi28:26
When I first started school, all these kids would come and salute me, and I didn't like it. I'd say why are you saluting? Because they were brought up in an environment where their parents had to be servile, show respect — that was the way to show respect. In our school there's no miss or ma'am or sir, which is very common terminology. It's always akas and annas — aaka is an older sister and anna is an older brother. We're like a family.
I would ask my children that you have to question. Don't take everything as a status quo. Question anything you've been told. If you don't like it or you want more explanation, you must question it. It was very difficult for our kids to actually challenge the teachers, and it was even more difficult for my teachers to deal with that challenge. We had to do a lot of orientation, induction, training of both teachers and children.
All of us take off our shoes when getting into the classroom, because as you saw in the video, all the children sit on the floor. They're used to sitting on the floor, and we don't have enough space for too many desks. Teachers have to take off their shoes and come in. Teachers have to sit with them on the floor. Teachers have to eat with them. Volunteers do that. It's a totally new experience but a very rewarding one.
Questioning facts and asking for more data leads to critical thinking, and we need critical thinkers in our country. We don't need herds believing and following blindly. That is true education — true education is giving you the right to ask questions differently.
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Host30:59
That's fantastic. I could ask you questions all day long and pretend these guys are not here, so I won't do that. Let me open it up to any questions that you would like to ask. Manny, go ahead.
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Audience Member31:14
It's a really heart-rending story to hear. Very pleased that we have invited you here and given this opportunity. I come from Tamil Nadu, I grew up in Tamil Nadu, so I can relate to a number of you. The question I have is — you started this great organization. Are there things that you learned during the period of running this organization that maybe even could be your prejudices, something where you thought I should have learned this or I didn't think the right way? Are there a couple of instances that brought you more awareness around how to run this?
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Balbir Bakhshi32:12
Of course. There has been a great amount of learning. I started Parikrama straight out of the corporate world, so I would think in many ways a corporate way. I would say, what is the analysis — I would address situations in a very systematic way. In one sense that helped, but in another sense it put off many people because they came from the heart. They needed to feel good about what we were doing and they couldn't quite understand all this data analysis. My teachers didn't.
When I would talk about creating Parikrama as a brand, they would be very offended — what is this brand you're talking about, it's a school, it's people. So I began to change my vocabulary. It was very important for me to change my vocabulary because I would be offensive. I didn't think I was offensive, I was so used to that kind of language, but I had to change the way I spoke.
What I would spend on a pair of shoes can take care of a family of five for seven, eight months. And that requires an adjustment within yourself to deal with real-life issues. There were many things I had to relearn. To be very honest, I think that was the best thing that I did. I didn't try to enforce the balance sheet or anything. I got my teachers to just teach in their way and I took care of all the rest. That was the best thing that I did, actually. Thank you for asking that question.
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Audience Member34:25
Thank you so much for sharing your story. It's extremely admirable. You mentioned how when you were on certain boards you'd be working with academic scholars who would want to implement certain practices, and you just knew that they wouldn't really work on the ground in the actual schools. I wonder if you could give a few examples of those kinds of things that you just knew from your experience don't really work, but they want to — about certain policies and all that wouldn't work in the ground?
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Balbir Bakhshi34:53
One of the things I realized very early is: what is the definition of a good teacher? What is the definition of a good teacher in a privileged environment, that comes under education policy and all — doesn't work at the grassroots level. In India there are certain portions, academic concepts that have to be learned to be prepared for exams. All that doesn't work in real life.
I would tell my teachers — and that was something really strange and weird for them when they joined — don't worry about teaching them anything. You just bond with them. Get to know the children, get to know their families. I would make my teachers go to the slums. Not many state-run schools have their teachers visiting where the children come from. But it was very important for us, for my teachers to actually stay there, spend time with the parents, to understand the challenges that the children come from.
I had this thing — everybody said, Shukla, you have to know all your children's names in one week's time, have visited the families within a month, and interacted. Those were the deadlines. Nothing about learning about volcanoes or mathematics. It is more getting to know the children. And I think that is one thing that is lacking.
In state-run schools where we have to deal with such large numbers, what is happening is you look at children as numbers and not as lives. The shift — when you make that shift, that's when learning happens. I keep telling my teachers, you don't need to teach anything. Get to an environment where you're learning with the children, and that makes the difference. Did I answer your question?
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Audience Member37:18
Thank you so much.
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Host37:24
Any other questions?
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Audience Member37:28
Hello, this is a very nice story. Congratulations. I have one question: do you think they are more happy than we are?
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Balbir Bakhshi37:36
To answer it very directly, I think they are. The reason they are happier than we are is because their options are less and they have a narrower canvas to deal with. They are happy — they love it when I give them ice cream. They don't ask for various flavors of ice cream, they just love it.
But is that something that we should be happy with? I don't think so. Creating happiness in a very limited environment should not be our ambition. Creating happiness in a larger, broad landscape is what we really ought to be doing. So yes, my children are very happy — by the way, we have been nominated as the happiest school in the country. I got the message just yesterday. My children are happy because they get so much in a world of so little. But the fact we should question is: why should they live in a world of so little? That should not make us happy.
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Audience Member39:01
Great question. Hi, I'm from Andhra Pradesh, from Hyderabad. Recently there's been a massive influx of people in that area, meaning that children aren't able to get the education that they want. What advice would you give to someone that wants to make the same change as you and wants to help children succeed?
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Balbir Bakhshi39:34
The advice I'd give is: each one of you in this room can play a role by supporting one child in an environment where it costs us 450 Sterling pounds to take care of a child — all three meals, books, material, teacher salary, sports, everything. I'm sure there would be such schools in Hyderabad as well.
A lot of people ask me whether I would have been as successful if I had not been in the corporate world and earned a lot of money. My frank answer is maybe not, because it was important for me to have had that wealth to start. But I could have started it anyway. Having volunteered with Mother Teresa, I was supporting girls there when I wasn't earning that much money. So it's nothing related to wealth, it's the intent that is very important. You don't have to start a school, but try and improve existing schools with your skill, with your resources, whatever, and become a part of an evolved system rather than starting another school. Does that answer your question?
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Host41:29
Yeah, so let me take this next question.
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Audience Member41:29
Hi, morning. Thank you for your brilliant presentation and it's wonderful to see the impact that you've had. My question is more practical. Say each of us get two days a year we can allocate towards working for charitable causes. Is there a practical way that UK staff can help volunteer towards working with the organization?
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Balbir Bakhshi41:51
Sure, we would welcome any kind of volunteering. First of all, I have to say your colleagues in India and in Bangalore are doing a brilliant job in volunteering with my kids. That's how I got to meet Balbir when he visited the school. The very fact that Balbir took out time to visit a school in the slums means a lot.
You could volunteer with us online, take online classes for my kids. If you have children at home, get them to do a reading program with my kids. We have a global read program which is a UNESCO program, and my kids are reading the same books — a school in Seattle is doing the same and they exchange notes, do critical analysis of the books that they read. For me it's very important because my kids are becoming global citizens. They don't feel in any way inferior to the school children in Seattle, in Finland, in Dubai, because they are interacting on an equal platform. Those kids from the other schools love it because they also begin to understand diversity.
There's great opportunity for you to volunteer. Please get in touch with my colleague here, Palana, and she'll create opportunities for you. You can do it online. I have volunteers from the US — with the time difference with the UK it's not that much, so you can do it. I'd love it because I think my kids would learn a lot from you, but you would also learn a lot from my kids.
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Host43:47
That's a great question, and we'll take that as a follow-up. Thanks for that. I just wanted to read out some of the comments on the chat. There's a lot saying truly inspiring, thank you for everything that you do for humanity. One of them is just highlighting that we introduced Toastmasters with you in June. Have you had any feedback so far on how that's been received by teachers and students?
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Balbir Bakhshi44:16
We've had that program, the Toastmasters Club, and our children were taught public speaking. That has had a massive impact because we sent our kids for an inter-school debate and they did very well in that. I think the genesis began with the Toastmasters Club. Small things like that play a very significant role, because what poor kids really lack, what I call, is poverty of the mind — because they don't think they're capable enough because the whole society around them makes them feel inferior. And we have to change that order, and that's what we do at Parikrama.
When I tell my teachers we have to go for this competition, it's not because we want our children to be competitive, but we want them to understand what it is like to stand on the same stage as privileged kids and do your bit. And they come back feeling very proud, with great self-esteem, because they feel they are equal, they are in no way inferior. And that's what we're trying to do. So yes, the Toastmasters Club training was very good for us and we'd like more of it. I think we have time for one last question.
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Audience Member45:50
Thank you, thank you very much for coming today and sharing your story. Breathtakingly inspirational, for sure. I love the way you start with the children — forget about targets, forget about the specifics, get to know the children. Roll the clock forward five or ten years, they are starting to learn academic stuff. But I guess also as well you recognize vocational — good children are good with their hands. How do you encourage the essentially non-academic stuff as well as the very important academic stuff?
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Balbir Bakhshi46:32
I'm so happy you asked me that question, because in our school the non-academic star is as important as the academic star. I feel that excelling in the non-academic stuff gives them the confidence to attempt the academic stuff. I have kids who are not really that good in English or maths but they're very good in art and they're very good in sports.
I have a fascinating story. We have the Parikrama Champions League — a football tournament I started because our children coming from slums were not being invited to participate in school football tournaments. I would ring up the principal and say can my kids come, they are very good in football, but they would never get back to me. So I got very annoyed and said we'll start a tournament of our own. And today the Parikrama Champions League is considered to be the best school football tournament in the country, recognized by the All India Football Federation. We've had people from FIFA congratulating us. My head coach of football is now being invited to coach the national team.
What we did is invite all those schools that never invited us, and all those schools have to fight for what we call the Equality Cup. It doesn't matter which school you belong to — your uniform, we make them change their uniform. Your uniform is not what is important, your labels are not — how good you are on the football pitch is what is important. Now, all those kids from international and elite schools come and take autographs from my children. Can you imagine how it boosts the morale?
I have kids who were considered not that good in academics who have really excelled in sports, and then have got encouraged to actually pay attention in academics. They are doing well — they will not be the brightest in the class, but they are doing far better than they would have otherwise. We use non-academic curriculum to actually help in the academic curriculum. So it's working quite well for us. Thanks for the question.
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Host49:18
I will tell you, by the way, this was a work presentation — it's very hard to get anyone to ask a question. So you know the calibration of the amount of interest there is in the room on what you said. But we are out of time and I did want to thank you for coming and sharing your story with everyone. I will reiterate that you are an inspiration to us all, a role model in terms of what you do.
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Balbir Bakhshi49:47
Oh, don't say that. That makes me squirm, actually. Okay, let's leave it as inspiration.
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Host49:55
But we do admire what you do and what you've done so far, and also in terms of you'll continue to push to make broader change. I don't doubt for a minute that you'll carry on that journey for many more years. We wish you success on that. And I'm very glad that ELIC is helping in any way they can to help you. The colleagues in Bangalore have been tremendous and we are going to look into how we can help from London as well — we help in India, but we're very pleased that the foundation supports you. And I'll come and see you again when I'm there.
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Balbir Bakhshi50:33
That would be a delight. Thank you very much.
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Host50:37
Thank you very much. Thank you.