Finance Corporation. Established in 2001, HiWEL was set up to research and propagate the idea of Hole-in-the-Wall, a path-breaking learning methodology created by Mitra, Chief Scientist of NIIT. Awards and recognition Digital Opportunity Award by the World Information Technology and Services Alliance (WITSA) in 2008. Reason: "groundbreaking work in developing computer literacy and improving the quality of education at a grass root level." Coverage in the media The project has received extensive coverage from sources as diverse as UNESCO, Business Week, CNN, Reuters, and The Christian Science Monitor, besides being featured at the annual TED conference in 2007. The project received international publicity, when it was found that it was the inspiration behind the book Q & A, itself the inspiration for the Academy Award winning film Slumdog Millionaire. HiWEL has been covered by the Indian Reader's Digest. In school Minimally Invasive Education in school adduces there are many reasons why children may have difficulty learning, especially when the learning is imposed and the subject is something the student is not interested in, a frequent occurrence in modern schools. Schools also label children as "learning disabled" and place them in special education even if the child does not have a learning disability, because the schools have failed to teach the children basic skills. Minimally Invasive Education in school asserts there are many ways to study and learn. It argues that learning is a process you do, not a process that is done to you. The experience of schools holding this approach shows that there are many ways to learn without the intervention of teaching, to say, without the intervention of a teacher being imperative. In the case of reading for instance in these schools some children learn from being read to, memorizing the stories and then ultimately reading them. Others learn from cereal boxes, others from games instructions, others from street signs. Some teach themselves letter sounds, others syllables, others whole words. They adduce that in their schools no one child has ever been forced, pushed, urged, cajoled, or bribed into learning how to read or write, and they have had no dyslexia. None of their graduates are real or functional illiterates, and no one who meets their older students could ever guess the age at which they first learned to read or write. In a similar form students learn all the subjects, techniques and skills in these schools. Every