School Education in Karnatakassakarnataka.gov.in/pdfs/data/GoKReport1819Final_230919.pdfSchool Education in Karnataka • 3 Overview With over 77,000 schools, 1.03 crore students and

School Education in Karnataka • 1

Department of Primary and Secondary Education

School Education in Karnataka

2018-19

2 • Government of Karnataka

For detailed Educational Indicators for Karnataka, please visit: http://bit.do/kar-indicators For a better understanding of Educational Indicators, please visit:http://bit.do/ncert-indicators


OverviewWith over 77,000 schools, 1.03 crore students and 3 lac teachers, The Departmentof Primary and Secondary Education has undertaken various initiatives toimprove the quality of education in the state. These efforts are made possible due tothe collaborative efforts of the teachers, functionaries, civil society organizations andother stakeholders. All the initiatives are undertaken with an aim to improve access,equity and to ensure all students are learning well. Due to the sustained efforts inthe last 3-4 years, we are seeing a gradual improvement in a few indicators acrossthe districts. E.g. Greater understanding of the learning levels through the C-SAS andSSLC results across the districts. This year initiatives such as the launch of EnglishMedium and Pre-Primary Sections in the schools, revitalizing Special educationand Karnataka Public Schools have been undertaken to further improve access andstrengthen the government schooling system. The document is aimed to help thereader get an overall view of public education in the state of Karnataka. This reporthas three parts –

(i) Educational profile of the state on some key indicators from 2018-19,(ii) Key initiatives that have been undertaken by the department, and(iii) Case studies showcasing good practices from the field.


Education Profile of the State

Section 1

Performance Grade Indicators (PGIs)The Performance Grade Indicators are a 70-point Grading Index for assessing schooling systems across states. The Index assesses the states on a 1,000 point grading system. The PGIs are aimed at helping states understand where they may be lagging behind and prioritise areas for intervention to ensure that the school education system is robust at every level.

1.

25%

25%

25%

25%

25%

25%

50%

50%

50%

50%

50%

50%

75%

75%

75%

75%

75%

75%

Domain Total Weight National Avg. Karnataka

Learning outcomes and quality 180 137 160

Access outcomes 80 65 69

Infrastructure and facilities 150 96 100

Equity outcomes 230 205 212

Governance processes 360 190 165

Total 1000 693 706


Key Educational Indicators

Schools and enrollment across all institutions - Public & Private ↓

Enrollment from pre-primary to secondary education ↓

2.

of schools in Karnataka are funded by the Department of Education.

of enrollments in Karnataka are in schools funded by the Department of Education.

72 % 55 %

No.

of

Enr

ollm

ents

(in

Lakh

s)

50

60

40

30

10

0

20

Grade 1-5 (6-10y)

Primary

55,03,960

50,943 teachers

Grade 9-10 (14-15y)

Secondary

86804teachers

18,00,674

Pre - Primary

LKG & UKG (3-5y)

5,97,346

Anganwadis run by the WCD also caters to the same age group ↓

Grade 6-8 (11-13y)

Upper Primary

165741teachers

30,72,836

Govt

Others

Private

Aided *

*Oth

ers

- in

clu

de

Tri

ba

l / S

oc

ial W

elf

are

De

pa

rtm

en

t S

ch

oo

ls a

nd

Ce

ntr

al G

ovt

. Sc

ho

oo

ls

0 % 20 % 40 % 60 % 80 %1 %100 %

1,50119,7697,25648,210

1,03,77,380 enrollments in Karnataka

2,60,26113,36,55643,79,254 44,01,309

76,744 schools in Karnataka

Schools

Enrollments


Primary

(Grade 1 - 5)

Upper Primary

(Grade 6 - 8)

Secondary

(Grade 9 -10)

Boys Girls Total Boys Girls Total Boys Girls Total

1. Net Enrolment Ratio 97.65 96.21 96.96 82.68 84.14 83.38 65.40 67.38 66.34

2. Retention Rate 95.95 95.95 95.95 98.38 98.45 98.41 90.19 92.06 91.09

3. Transition Rate 100.12 100.21 100.16 99.79 99.49 99.65 92.1 95.69 93.8

4. Avg Annual Dropout 0.99 0.85 0.92 1.21 1.97 1.58 9.74 6.23 8.08

5. Promotion Rate 99.01 99.15 99.08 98.79 98.03 98.42 90.26 93.77 91.92

• The Net Enrolment Ratio indicates the enrolment of the official age-group for a given level of education expressed as a percentage of the corresponding population. This is a very important indicator in measuring rates of Access to Education. For e.g. In Karnataka, with NER in Secondary education at 66.34%. It shows that out of every 100 students within the official age group of secondary education, only 66 were enrolled in school.

• The Retention Rate indicates the percentage of students who remain at a school after they begin studying there. A high retention rate suggests that the school provides a supportive environment to the student to continue his studies. In Karnataka, the retention rates are high at the Primary and Upper Primary level.

• The Transition Rate indicate the percentage of students who have transitioned from one level of education to the next. A high transition level indicates a high level of access and vice versa. The transition rates at Primary school level are above 100 due to new enrollments.


Pupil-Teacher Ratio (PTR)3.

Pupil-Teacher Ratio specified in Right to Education norms →

PTR across all institutions ↓

Overall PTR for working teachers across each stage of education ↓

Primary Upper Primary

1:30 1:35

Others

Private

Aided

Primary Upper Primary Elementary Secondary

15.7 24.8 22.4 17.3

Govt

Elementary Secondary

22.5 13.0

70.4 30.6

34.7 16.5

59.7 21.6


Student-Classroom Ratio4.The Student Classroom Ratio shows the average number of students per classroom in primary/upper primary/secondary schools in a given school-year. This is often used as a proxy for adequate infrastructure (number of classrooms in the school).

Student-Classroom Ratio across all institutions ↓

Others

Private

Aided

Govt

Elementary Secondary

18.0 26.0

33.0 25.0

28.0 22.0

39.0 33.0


Enrollments5.

A. Gender-wise Enrollments

The Gender Parity Index (GPI) indicates parity between girls and boys. A GPI of less than 1 suggests girls are more disadvantaged than boys in learning opportunities and a GPI of greater than 1 suggests the other way around.

Gender Parity Index:

PrimaryGrades 1-5 Grades 6-8 Grades 1-8

Upper Primary Elementary

0.98 1.02 1.00

Enrollments across institutions, by education level ↓N

o. o

f e

nro

llm

en

ts (

in la

hk

s)

Govt

Others

Private

Aided

Gender distribution across all schools (Grade 1-10) →

0% 20% 40% 60% 80% 100%

Grand Total

Others

Private

Aided

Govt. 48 52

4852

56 44

48 52

4852

Boys Girls


B. Grade-wise Enrollments

Total number of enrollments across grades (in lakhs) →

Grade-wise categorization of institutions ↓Govt

Others

Private

Aided

Grade 10

Grade 9

Grade 8

Grade 7

Grade 6

Grade 5

Grade 4

Grade 3

Grade 2

Grade 1

LKG & UKG

0

2

4

6

8

10

12

5,97

,361

11,2

7,78

2

10,

77,6

10

11,

02,7

43

11,

05,0

53

10,

90,6

82

10,

56,4

07

10,

34,8

78

9,8

1,55

1

9,4

7,84

4

8,5

2,83

0


C. Social Category-wise Enrollments

This graph clearly shows that the most underprivileged social groups access the Government Schools ↓

Govt

Others

Private

Aided

1,13,03227,44,4898,63,20726,42,783

77,8044,94,5802,87,66911,06,513

33,5411,64,61294,6434,95,295

26,7467,78,96922,85,805,82,084

0 % 20 % 40 % 60 % 80 %1 00 %

Muslims

ST

SC

OBC

General

35,8849,97,62891,0371,34,663


0% 20% 40% 60%8 0% 100%

Others

Private

Aided

Govt

0% 20% 40%6 0% 80% 100% 0% 20% 40% 60% 80% 100%

4852

60 40

23 78

51 49

46 54

70 31

35 65

53 47

47 53

56 44

32 68

53 47

Teacher Numbers6.

Primary Upper Primary Secondary

50,943 teachers

165,751 teachers

86,804 teachers

Gender distribution of teachers across institutions and education levels:

Men

Women

No.

of

Teac

hers

(in

thou

sand

s)

Primary

Primary

Upper Primary

Upper Primary

Secondary

Secondary

Number of teachers across institutions and education levels:

0

30

60

90

120

39,5

14

442

10,6

27

360

120,

986

5,44

5

37,0

48

2272

36,0

23

13,7

92

33,9

84

3005

Others

PrivateGovt

Aided


< 55

55-70

> 70

Learning Achievement7.

A. National Achievement Survey (NAS)

B. Census-based State Achievement Survey (C-SAS)

Grade

Languages Core Subjects

OverallL1 L2 L3 MathsEVS / Science

Social Studies

4 72 66 - 70 71 - 70

5 67 70 - 72 77 - 71

6 71 69 64 63 66 68 67

7 73 71 61 64 63 66 66

8 66 54 58 61 53 58 58

9 71 51 65 59 48 66 60

10 66 49 52 53 58 67 58

Overall 70 62 60 64 63 65 63

The findings from the C-SAS are mostly in line with the NAS. The findings help in the design of the Remedial program that is run by the state and also plan other interventions to improve learning.

Languages – Kannada/English/Urdu/Hindi/Marathi/Tamil depending on the region

Red

Orange

Green

0

20

40

60

80

100

Class 8Class 5

Math

Class 3

EVS Lang MathEVS Lang MathEVS Lang

65 6864

57 5853

57

42 44

74 78 75

68 71 67

63

51 51

Achievement by Classes and Subjects ↓

National

Karnataka


Key Initiatives of the Department

Section 2

KPS is an initiative introduced by the Department of Education, GoK to address the quality of education and the falling enrolment in government schools. These schools will provide an integrated education from the pre-primary level to the pre-university level to students under the same institution. The Department will ensure that the KPS schools will have adequate infrastructure, Labs, teaching and non-teaching staff and other resources that will enable the imparting of quality education. Separate organizational rules and guidelines for these schools are being prepared. Presently 176 schools have been selected as KPS with further addition of another 100 schools in 2019-20, taking the total number to 276 KPS Schools. An online portal has also been developed for the KPS schools.

Karnataka Public Schools (KPS)1.


With a view to improving access to Early Childhood Education, The Department of Education has planned to start pre-primary grades in selected schools in the coming year. In this regard, the SSK is working closely with the Women and Child Welfare Department (WCD), UNICEF and other partner NGOs for the preparation of the curriculum for pre-primary, norms for Teacher recruitment, Curriculum design, Teacher Handbook, Infrastructure norms and Nutritional aspects for 2019-20 rollout.

Pre-primary

English Medium

Special Education

3.

2.

4.

The Department has planned to start English medium classes along with the existing Kannada medium in 1000 government Schools. English-medium classes will be introduced in class 1 in 2019-20. The expansion will happen incrementally and in a phased manner. The bilingual textbooks, MRP training, module development for MRP training, teacher handbook and resource book, tools and processes for teacher needs analysis have been completed. The teacher training by districts are underway with support from the Regional Institute of English, Bengaluru. Further preparations are underway on strategy for supporting these 1000 schools in the coming one year through onsite support and handholding. These schools will place equal importance to the development of the student’s language skills in their mother tongue.

This year 77851 students were identified as Children with Special Needs (CWSN) from Grade 1 to 10. Out of these, 70109 were regularly going to Schools and School Readiness Program (SRP) Centers, 7742 were covered through the Home-based Education. The approach is to ensure the Inclusion of Children with Special Needs within the Schools. There are presently 4 teachers per block as Block Education Resource Teachers (BIERTS) and around 204 active SRP centers in the state. In 2019-20, the plan is to reimagine the approach to Special education in the state. For e.g. few of the areas that are being attempted - increase the number of teachers to 6 per block, a Teacher training curriculum to address the field level changes, working closely with various department such as the Health Department for Screening, the office of the state commissioner for persons with disabilities and partner NGOs like Fourth Wave Foundation etc.


In 2018 – 19, the 1st phase of Shaala Siddhi was implemented successfully in the 4826 schools that had been selected using purposive random sampling method through SATS for School evaluation. 10% of these schools i.e. 494 schools were selected for external evaluation. The Shaala siddhi materials published by NUEPA have also been translated into Kannada and Urdu for wider consumption among the stakeholders. Capacity building programs for various resource persons were undertaken. All the schools covered under Shaala Sidhi have created their account in Shaala Siddhi website with their DISE code. The findings from the Shaala siddhi exercise is being used as an input for planning and monitoring of the various schemes that are being undertaken by the department. The Karnataka School Quality Assessment & Accreditation Council (KSQAAC) is the implementing agency for Shaala Siddhi.

Shaala Sidhi

Census-based State Achievement Survey

5.

6.The Census - based State Achievement Survey (C-SAS) is conducted with an aim to assess the quality of education in all Government and Government aided schools. Covering nearly 40.7 lakh students, C-SAS assesses the learning levels in Languages and Core Subjects (Languages, Mathematics, EVS / Science and Social Science) for the Grades 4 to 10. The results are disseminated in the form of individual report cards to each student duly signed by the Head teacher of the school. An appreciation letter from Honorable Chief Minister to all parents has been sent this year. The survey indicates the learning levels of each student and school on the basis of prescribed learning outcomes developed by NCERT. Through this effort, the teachers

are able to identify and support students who would need additional support. The findings from C-SAS are also being used in the policy planning exercise undertaken by the Department. For e.g. Understand cluster, block, district-wise learning levels and the interventions needed. The Guru Chethana Modules also takes cognizance of C-SAS and modules are prepared accordingly.


Class

Lang 1 Lang 2 Science Maths

K U A K U A K U A K U A

4 74 72 72 70 73 56 78 74 61 75 72 66

5 72 64 68 74 69 71 70 79 79 74 72 71

6 78 68 73 72 70 69 74 62 66 74 64 57

7 76 69 79 72 66 80 73 63 57 60 69 59

8 64 66 68 56 54 52 52 53 53 61 62 59

9 72 77 68 53 51 46 55 49 43 66 59 55

10 67 69 65 54 44 51 65 58 51 53 54 52

<55 K Knowledge U Understanding A Application

The students’ performance is also gauged based on domains such as knowledge, understanding and application based. A sample of last year’s C-SAS at the state level is given above. The C-SAS results have been in line with the NAS and this challenges some of the findings of learning levels in Government schools that are put forward by the Annual large scale learning surveys conducted by certain NGOs.

Census-based State Achievement Survey

Guru Chethana7.This is a unique grounds-up effort to revamp the teacher in-service system in Karnataka. It is based on globally accepted principles of good Teacher Professorial Development – for e.g. that teachers should get to choose what is most relevant to them, the program responds to issues they face in their schools and is offered on a continuous basis. A curriculum framework of in-service teacher education has been developed along with 42 modules for the teacher training in English, Kannada, Marathi and Urdu. This also includes the Teacher Tracking and Management System (TTMS), a platform to enable teachers to make specific choices from a host of programs and courses. This system includes the availability of teacher training data, training calendars, training material, assessment by trainers and teacher feedback. Over 1,50,000 teachers have been covered under Guru Chethana program since its inception in 2017. The Cluster Level Sharing meetings are also being used as a platform to engage the teachers as a follow up to the Guru Chethana Program.


Technology - Assisted Learning Programme (TALP) was launched with an objective to complement the classroom teaching with ICT enabled teaching and learning in all subjects. To achieve this, the program aims to train all high school teachers in the use of ICT in schools. Based on the curriculum developed by NCERT, detailed content and modules contextualized to Karnataka were developed. A rich repository of e-content has also been created under Creative Commons and is uploaded on the DIKSHA portal. A Moodle platform has also been developed for self-learning and assessments under the TALP. One of the component of TALP is the training of teachers in ICT which has three levels of induction programs and two sets of refresher courses. The Teacher training content focuses on learning tools useful to the classroom and for the teacher’s own learning. Launched in 2016 with 11 State Resource persons training 136 MRP’s, close to 13076 Teachers and 1944 schools have been covered under TALP so far. The IT infrastructure is also made available in the schools which have TALP trained teachers. A repository of all e-contents will be made available on the servers located at State Data Centre and schools will be connected to SDC for updates.

The Department of Education has also partnered with various NGOs to improve the quality of learning in the state. A few key initiatives are –

a. Odu Karnataka (READ KARNATAKA) a learning improvement program in partnership with Pratham which is operational in 13 districts benefiting close to 5.2 lac students;

b. Ganitha Kalika Andolana in partnership with Akshara Foundation to aid Math learning an activity-based approach. The program has been implemented in 20 districts covering 11744 schools and around 7.5 lac students. A key element is the Community and Grama Panchayat’s involvement in the program.

c. Prerana in partnership with Shikshana Foundation for the motivational model program to all the 43,897 Government Primary Schools impacting approximately 23 Lac children. An in-house Mobile App has also been developed for the program.

Technology-Assisted Learning Programme

NGO Partnerships

8.

9.

0

20

40

60

80

100

41.16 %

75.22%

2018-192017-18

Gradual adoption of ICTs by trained teachers in their regular classes.


NGO Partnerships

The Viswasa Kirana programme is held during the mid-term vacation to bridge and improve the learning gaps of Grade 4-9 students identified through the State Wide Achievement Survey in all Government Schools. Various activities like reading, writing, interactive sessions, storytelling, quiz, essay and SSLC preparation are undertaken as per the needs of the children. This Programme was conducted in 535 centres covering around 24000 students during the midterm holidays and Sundays in all the districts this year.

Viswasa Kirana

Besige Sambhrama

Nali Kali

10.

11.

12.

‘Besige Sambhrama’ is a state-wide camp based intervention for children of Std. 6 and 7 grades across all the districts in Karnataka. The program was implemented in 6427 schools from 156 taluks which are declared as drought hit in the state. This summer activity is targeted to benefit over 3 lakh children. The key objectives are to support and bridge the children in learning how to read, perform basic math operations and involve in the process of learning. The duration of the camp is approximately 30 days. A baseline and end line assessment data along with monitoring visits were undertaken to ensure the effectiveness of the program.

Nali-Kali (NK) is an activity-based, multilevel learning and a self-paced system creative learning approach implemented from Grade 1-3 in all the Kannada and Urdu Medium Government schools. Although the program has been around for a long time, the curriculum and the materials have undergone revisions. Such efforts are possible due to the state level ‘Nali Kali Cell’, which was set up to plan, implement and monitor the quality of the NK Program in the state. The cell has undertaken many activities to improve NK such as Teacher trainings on the revised materials, training of BRC & CRPs, formation of DRG-BRGs as resource groups at the District and Block

level to support the teachers and functionaries to implement, monitor supply of TLMs and workbooks, development and supply of teacher guidance manual, etc. The cell has also undertaken the Macro and Micro study to assess the quality of implementation of Nali Kali in all the Schools.


Total Nali Kali Units

Units that integrate with grades 1 - 3

Units with a class pupil ratio of 1:30

Classes taught by trained teachers

Units that meet all 3 non - negotiable criteria

Karnataka 53459 52421 40613 52692 39814

Percentage 98.05% 76% 98.6% 74.5%

a. The Macro study looks at basic and mandatory aspects such as the status of material distribution, orientation of teachers, preparation of the classrooms and other implementation related aspects of the programme.

b. The Micro study looks at the classroom level teaching-learning activities.

c. The findings from the Macro and Micro study was used to strengthen the Nali Kali process in certain areas for e.g. the identification of schools without an adequate number of teachers for Nali Kali or capturing the best practices in schools scoring high in the study. A finding from the Macro level study is given below -

Nali Kali English13.In line with the government intention of improving the quality of English education and bringing state schools on par with national standards, SSK along with the UNICEF & RIE have been working collaboratively to develop a curriculum for Nali Kali in English. The roll out of the curriculum includes a process of piloting that is completed for each grade in one year. The pilot phase started in October 2016 and is expected to be completed for all 3 grades by March 2021. The steps include:

a. Development and production of the material which will be done one year at a time

b. Training and capacity development and development of a core team of state-level trainers

c. Trialing the material for one year in about 100 units in 3 districts of the state

d. Consistent feedback, review of material and evaluation of learning outcomes. After the pilot in 100 Nali kali Units from July 2018, now it is extended to Nali Kali section of Karnataka Public Schools. The complete set of materials for grade I & II along with the revisions is completed.


Nali Kali English

Children Festival

Creation of Activity Books

Student Achievement Tracking System (SATS)

14.

15.

16.

Makkala Habba is a state level Children’s festival which reflects the fundamentals of scientific enquiry – to engage in asking the questions – why and how. The activities are planned to engage on concepts through interactive, observational and hands-on methods. The festival

NCERT books have been introduced from Grade 6 which will be progressively implemented up to Grade 10 over the years. The development of activity books for students was undertaken to supplement the students learning. The workbook for Grade 6 and 7 has been developed and is being piloted in the Adarsha Vidyalaya. The objective of the pilot is also to review the workbooks based on the experience of the students and teachers. The preparation of workbooks for Grade 8 and 9 is underway.

The SATS is an attempt to digitize the records of the Department of Education and has become a base platform to expand the ambit of the performance monitoring of students, teachers, and schools. The system enabled the state to track drop outs, eliminate duplications in grant in aided schools, academic progress of each student, promotion to next standard, issue transfer certificates, track children with special needs, incentive distribution, monitor school health program etc. Based on the phase 1 experience, the Department of Education conducted meetings with different departments and stakeholders viz. Health for child health program, Women and Child for nutrition-related programs, Revenue for Aadhar validations, Food and civil supplies for mid-day meals supplies, Social justice for scholarships and caste related benefits, Transport for distribution of bus passes, etc. to draw a list of additional required functionalities. This will help the department have a single linked verified data of every child and avoid overlaps and potential duplications. There are around 27 planned modules under phase 2 and 3.

mode also helps to draw the community to engage in the theme. Events during the festival include Teacher and student science experiments, Interactions with Scientists, cultural events and so on. All the students who had come from various taluks and districts had the experience of staying with their friends locally. Bharat Gnan Vignan Samithi (BGVS) led the programme in 2018 organising in more than 40 locations where 150-200 students participated in each of the locations.


Samudayadatta Shale

Mid-day Meal Quality Assurance

17.

18.

The objective of the program is to engage the larger community members to become active stakeholders in the functioning of the school. This is held twice a year to discuss the students learning levels and the proposed activities to improve them, dropouts and their re-enrolment, Infrastructural issues and any other activities which are critical to the functioning of the school. The Staff of the school, SDMC members and Cluster functionaries play an active role in making the Samudayadatta Shale successful.

The Government of Karnataka has initiated an exercise of strengthening and improving the quality assurance system of the mid-day meals. As Phase I of the exercise, multiple actions were taken to:

a. Improve the processes by defining Standard Operating Procedures and training all relevant people

b. Build a system of monitoring and quality assurance through a system of rigorous scientific sampling and Testing of the mid-day meals. This initiative piloted in 2 districts and will be rolled out to 8 more districts in the next phase.


Samudayadatta Shale

A TALP Case Study1.

SpotlightSection 3

After 15 years, a teacher reinvents his classroom using technology.

Harsha S, Asst Master in Physics and mathematics, Govt High School, Hedathale, Nanjanagud, Mysore. Email - [email protected]

Harsha, who has been a teacher for the last 15 years has seen the complementary role technology has played in his Teaching. He believes that with adequate preparation by the teacher, technology in classrooms can help the students handle abstract concepts which otherwise would have been difficult for them to follow through the traditional method of teaching.

The TALP program sparked an interest in him to explore the role ICT could play to improve his Teaching. He has also been religiously documenting his learning journey – from MS Word and MS Powerpoint in 2008-09, Harsha has progressed on to using applications and programs like GeoGebra, Stellarium, Scratch, PhET etc. His students always look forward to his classes as he makes use of the digital resources prepared by him during the lessons. He has also gone on to restart his computer lab which was being unutilised for the last 5 years by using 5 Raspberry Pi devices which were donated to his school.

Through the lab, he is trying to build the computer literacy among his students which is a core objective of the TALP program. In his spare time, Harsha operates a YouTube channel –hardeepmysore, where the e-resources prepared by him are posted. He has also developed a mobile application by the name SCIENCE POLE with his friends (available in Google Play store). The app helps the users seek answers to questions they may have on science in their daily lives.

Harsha is just one among several teachers who have leveraged TALP and have used technology to complement their teaching so that students learn better.

Through the TALP training, I got an opportunity to expose myself to the various applications and platforms through which I was able to make effective use of the available ICT resources and create an effective learning environment in the classroom for the students.

“”


A case of Karnataka Public Schools2.With falling enrolments in Government schools, how do we move forward? Karnataka Public School, Rayarkoppalu

Over the years, the government schools across the state have been witnessing a declining trend in enrolments. The falling enrolments have a cascading impact on the health and efficacy of the government school system. This is an area of concern as the government schools are the best way to bring about equitable education in the state.

Consider Rayarakoppalu, a village in Alur Taluk of Hassan District, which has a Government Primary, High School and Pre- University college. From its peak enrolments of more than 1500 students, Over the years the 3 Government institutions have seen a gradual decrease in their enrolment. In 2018-19, the combined strength of the 3 schools stood at 140 students. This is at the same time when the 4 private schools in the village were witnessing an exponential jump in their enrolments which stood at over 2000 students in 2018-19.

In 2018-19, all the three schools were integrated and reconstituted as Karnataka Public School, Rayarakoppalu. The school was given an Annual Maintenance grant of Rs.5.00 lakhs and repair grant of Rs. 5.00 lakhs. The grants were used to improve the overall environment of the schools.

Along with starting a Pre-primary section, Refurbishment of Classroom and Toilets, Provision for drinking water, Procurement of Learning resources, etc. were also made in the school through the grant. This led to a positive change in the mind-set of the parents and the larger community. This was a much-needed boost of confidence for the School leaders, the staff, SDMC members and other the well-wishers of the school who started taking on a more active role for the improvement of the schools. A worthy mention is also the 500 members of the senior student’s association took on a very active role in creating a positive narrative around the school through social media and other platforms. Due to the sustained efforts of all the stakeholders, KPS, Rayarakoppalu received almost 1600 applications and close to 760 students have already enrolled for the 2019-20 Academic year.

before after


Due to the sustained effort by the Staff of the school and the community, we have been able to revitalise a very important institution in the village. It is now our responsibility to ensure that all students learn well in a safe and secure environment.- Bhyrappa KC, Principal, KPS, Rayarkoppalu

The evidence of realization and the demand for quality education in a Govt. institution is given in the following table on the enrolments.

There will be 276 Karnataka Public Schools by the end of this year and the State government has already announced to increase the number of KPS to 1000 in the next four years. These schools will be Centres of Excellence supporting every student to reach their potential by focusing on curricular, co-curricular and other life skills.

Sl. No Stage 2017 - 18 2018 - 19

Aspirants for

2019 - 20

Enrollment limited to

2019 - 20

1 Pre - primary - - 400 160

2 1 to 7th std 37 47 680 280

3 8 to 10th std 63 76 370 220

4 11 to 12th std 40 53 150 100

TOTAL 140 176 1600 760

Special Education in Karnataka3.Charting a path towards real inclusiveness Syed Khan, BIERT, Hulikere, Mandya District

While working as a regular teacher in the Government School system for about 8 years, Syed Khan witnessed the improper care and attention meted out to the children with special needs. This was around the same time the department had encouraged the teachers to apply for a special education program. After being selected, he was sponsored by the department to pursue his studies in Special Education. He expected to start working with the Children with Special Needs

“”


(CWSN) as soon as he returned. To his dismay, he found that none of the parents actually paid attention to sending the CWSN children to school.

Syed Khan began his journey as a special educator by providing first aid and care to the children in their homes. Gradually, he asked the parents to bring their children to the school for multiple therapies such as physio, speech and play. The children also got consulted through the doctors from the Health Department and receved treatment for specific ailments. These small steps were instrumental for Syed Khan to cultivate and build a rapport with the parents and the larger community. These days, all the identified CWSN students attend school and in most cases, the parents spend their entire day with their children in the school. Home-based support is also provided for children with severe disabilities. Through these efforts, a strong network of parents of the children with special needs has been created who actively participate in the school processes and also act as a strong support group for each other. Syed Khan also routinely keeps the parents informed about the various schemes that can be availed by their children. Presently the SRP centre in the school is accessed by many students and parents from nearby towns and villages and is well resourced and provides Physiotherapy, Speech Therapy, Sensory Integration Therapy etc.

Rajendra, who is hearing and speech impaired, is a school alumnus and he fondly recalls his time at the school where students with special needs and other students worked in the classrooms and played together. He feels that this has helped him immensely as he is able to make friends and cope up with his studies at his Degree college in Mysore. Syed Khan mentions that because of the focus on Special Education, the overall learning levels of the students in the school is high as the teachers are more aware and are constantly trying to adapt their teaching styles to suit the varying needs of the students.


School environment and facilities

Child friendly & learning environment

Student and Learner

incentives

School Community NetworkEquity,

Access and participation

Learning achievement

& outcomes

Teaching professional Development

Retention and

progress

Key Areas

1. Budgetary support for refurbishment and upgradation of School Infrastructure

2. Karnataka Public Schools

1. Guru Chethana

2. TALP

1. Basige Sambrama

2. Viswasa Kirana

3. Makkala Habba

1. SDMC participation

2. Samudaya Data shale

1. School Readiness program for Children with Special needs

2. Access to quality pre-primary and English medium schools

1. NAS

2. C-SAS

1. Nali Kali, Nali Kali English

2. Ganita Kalika Andolana

3. Odu Karnataka

4. Prerana

5. Activity books for students

1. Uniforms, textbooks, shoes

2. MDM & Ksheerabagya scheme (Milk)

3. Scholarships, cycles etc.


www.schooleducation.kar.nic.in

Documents

School Education in Karnatakassakarnataka.gov.in/pdfs/data/GoKReport1819Final_230919.pdfSchool Education in Karnataka • 3 Overview With over 77,000 schools, 1.03 crore students and