School Education in Karnataka 1 - School Education in Karnataka 2018-19
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Department of Primary and
Secondary Education
School Education
in Karnataka
2018-19
School Education in Karnataka • 1
For detailed Educational Indicators for Karnataka, please visit: http://bit.do/kar-indicators For a better understanding of Educational Indicators, please visit: 2 • Government of Karnataka http://bit.do/ncert-indicators
Overview
With over 77,000 schools, 1.03 crore students and 3 lac teachers, The Department
of Primary and Secondary Education has undertaken various initiatives to
improve the quality of education in the state. These efforts are made possible due to
the collaborative efforts of the teachers, functionaries, civil society organizations and
other 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 in
the last 3-4 years, we are seeing a gradual improvement in a few indicators across
the districts. E.g. Greater understanding of the learning levels through the C-SAS and
SSLC results across the districts. This year initiatives such as the launch of English
Medium and Pre-Primary Sections in the schools, revitalizing Special education
and Karnataka Public Schools have been undertaken to further improve access and
strengthen the government schooling system. The document is aimed to help the
reader get an overall view of public education in the state of Karnataka. This report
has 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.
School Education in Karnataka • 3
Section 1
Education Profile
of the State
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.
Domain Total Weight National Avg. Karnataka
75%
50%
Learning outcomes 25%
and quality 180 137 160
75%
50%
25%
Access outcomes 80 65 69
75%
50%
Infrastructure 25%
and facilities 150 96 100
75%
50%
25%
Equity outcomes 230 205 212
75%
50%
Governance 25%
processes 360 190 165
75%
50%
25%
Total 1000 693 706
4 • Government of Karnataka
2. Key Educational Indicators
*Others - include Tribal / Social Welfare Department Schools and Central Govt. Schoools
Schools and enrollment across all institutions Govt Private
- Public & Private ↓ Aided Others *
48,210 7,256 19,769 1,501
Schools
76,744 schools in Karnataka
43,79,254 13,36,556 44,01,309 2,60,261
Enrollments
1,03,77,380 enrollments in Karnataka
0% 20 % 40 % 60 % 80 %1 %100 %
72 %
55 %
of schools in of enrollments
Karnataka in Karnataka
are funded by are in schools
the Department funded by the
of Education. Department of
Education.
Enrollment from pre-primary
to secondary education ↓
50,943 165741 86804
60 teachers teachers teachers
55,03,960
50
No. of Enrollments (in Lakhs)
40
Anganwadis
30 30,72,836
run by the
WCD also
caters to
20 the same 18,00,674
age group ↓
10
5,97,346
0
Pre - Primary Primary Upper Primary Secondary
LKG & UKG Grade 1-5 Grade 6-8 Grade 9-10
(3-5y) (6-10y) (11-13y) (14-15y)
School Education in Karnataka • 5
Primary Upper Primary Secondary
(Grade 1 - 5) (Grade 6 - 8) (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.
6 • Government of Karnataka
3. Pupil-Teacher Ratio (PTR)
Pupil-Teacher Ratio specified
in Right to Education norms → 1:30 1:35
Primary Upper Primary
PTR across
all institutions ↓
Elementary Secondary
Govt 22.5 13.0
Aided 70.4 30.6
Private 34.7 16.5
Others 59.7 21.6
Overall PTR for working teachers
across each stage of education ↓
15.7 24.8 22.4 17.3
Primary Upper Primary Elementary Secondary
School Education in Karnataka • 7
4. Student-Classroom Ratio
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 ↓
Elementary Secondary
Govt 18.0 26.0
Aided 33.0 25.0
Private 28.0 22.0
Others 39.0 33.0
8 • Government of Karnataka
5. Enrollments
A. Gender-wise Enrollments
Enrollments across institutions, by education level ↓ Govt
Aided
Private
No. of enrollments (in lahks)
Others
Gender distribution across all Govt. 48 52
schools (Grade 1-10) →
Aided 52 48
Boys Girls
Private 56 44
Others 48 52
Grand Total 52 48
0% 20% 40% 60% 80% 100%
0.98 1.02 1.00
Gender Parity Index:
Primary Upper Primary Elementary
Grades 1-5 Grades 6-8 Grades 1-8
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.
School Education in Karnataka • 9
B. Grade-wise Enrollments
Govt Private
Grade-wise categorization of institutions ↓ Aided Others
Total number 12
of enrollments
11,27,782
11,05,053
11,02,743
10,90,682
10,77,610
10,56,407
10
10,34,878
across grades
9,81,551
9,47,844
(in lakhs) → 8
8,52,830
6
5,97,361
4
2
0
10
G
e1
e4
e5
e7
8
9
2
3
6
UK
e
e
e
e
e
ad
ad
ad
ad
ad
ad
e
ad
ad
ad
ad
&
Gr
Gr
Gr
Gr
Gr
Gr
Gr
Gr
Gr
Gr
G
LK
10 • Government of KarnatakaC. Social Category-wise Enrollments Govt
Aided
This graph clearly shows that the most underprivileged social Private
groups access the Government Schools ↓ Others
1,34,663 91,037 9,97,628 35,884
General
26,42,783 8,63,207 27,44,489 1,13,032
OBC
11,06,513 2,87,669 4,94,580 77,804
SC
4,95,295 94,643 1,64,612 33,541
ST
5,82,084 22,85,80 7,78,969 26,746
Muslims
0% 20 % 40 % 60 % 80 %1 00 %
School Education in Karnataka • 116. Teacher Numbers
Primary Upper Primary Secondary
50,943 165,751 86,804
teachers teachers teachers
Gender distribution of Men
teachers across institutions
and education levels: Women
Govt 52 48 46 54 47 53
Aided 60 40 70 31 56 44
Private 23 78 35 65 32 68
Others 51 49 53 47 53 47
0% 20% 40% 60%8 0% 100% 0% 20% 40%6 0% 80% 100% 0% 20% 40% 60% 80% 100%
Primary Upper Primary Secondary
Number of teachers
across institutions and Govt Private
education levels: Aided Others
120
120,986
No. of Teachers (in thousands)
90
60
39,514
37,048
36,023
33,984
30
13,792
10,627
5,445
3005
2272
442
360
0
Primary Upper Primary Secondary
12 • Government of Karnataka7. Learning Achievement
A. National Achievement Survey (NAS)
Achievement by Classes and Subjects ↓ Karnataka
100 National
80 78 75
74
68 68 71
65 67
64 63
57 58 57
60 53
51 51
42 44
40
20
0
EVS Lang Math EVS Lang Math EVS Lang Math
Class 3 Class 5 Class 8
B. Census-based State Achievement Survey (C-SAS)
Languages Core Subjects
EVS / Social
Grade L1 L2 L3 Maths Science Studies Overall
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 < 55 Red
with the NAS. The findings help in the design of 55-70 Orange
the Remedial program that is run by the state and > 70 Green
also plan other interventions to improve learning.
Languages –
Kannada/English/Urdu/Hindi/Marathi/Tamil depending on the region
School Education in Karnataka • 13Section 2
Key Initiatives of the
Department
1. Karnataka Public Schools (KPS)
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.
14 • Government of Karnataka2. English Medium
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.
3. Pre-primary
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.
4. Special Education
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.
School Education in Karnataka • 155. Shaala Sidhi
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.
6. Census-based State Achievement Survey
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.
16 • Government of KarnatakaLang 1 Lang 2 Science Maths Class 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
8. Technology-Assisted Learning Programme
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.
100 Gradual adoption of ICTs by trained
teachers in their regular classes.
80
75.22
60 %
40
41.16
%
20
0
2017-18 2018-19
9. NGO Partnerships
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.
18 • Government of Karnataka10. Viswasa Kirana
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.
11. Besige Sambhrama
‘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.
12. Nali Kali
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.
School Education in Karnataka • 19a. 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 -
Units that
Units that Classes
Units with a meet all
Total Nali integrate taught by
class pupil 3 non -
Kali Units with grades trained
ratio of 1:30 negotiable
1-3 teachers
criteria
Karnataka 53459 52421 40613 52692 39814
Percentage 98.05% 76% 98.6% 74.5%
13. Nali Kali English
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.
20 • Government of Karnataka14. Children Festival
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
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.
15. Creation of Activity Books
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.
16. Student Achievement Tracking System (SATS)
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.
School Education in Karnataka • 2117. Samudayadatta Shale
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.
18. Mid-day Meal Quality Assurance
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.
22 • Government of KarnatakaSection 3
Spotlight
1. A TALP Case Study
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 - hardeepmysore@gmail.com
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.
School Education in Karnataka • 232. A case of Karnataka Public Schools
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.
before after
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.
24 • Government of Karnataka“ 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.
Aspirants Enrollment
for limited to
Sl.
No Stage 2017 - 18 2018 - 19 2019 - 20 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
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.
3. Special Education in Karnataka
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
School Education in Karnataka • 25(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.
26 • Government of Karnataka1. Budgetary support for
refurbishment and
upgradation of School
Infrastructure
1. Uniforms, textbooks, 2. Karnataka Public
shoes Schools
2. MDM & Ksheerabagya
scheme (Milk) 1. Guru Chethana
3. Scholarships, School
2. TALP
cycles etc. environment
and facilities
Teaching
Student
professional
and Learner
Development
incentives
1. Nali Kali,
Nali Kali English
2. Ganita Kalika
Andolana
3. Odu Karnataka
Child friendly
& learning
Key Retention
and
1. Basige Sambrama
2. Viswasa Kirana
4. Prerana
environment Areas progress 3. Makkala Habba
5. Activity books
for students
Learning School
achievement Community
& outcomes Network
Equity,
1. NAS Access and 1. SDMC participation
2. C-SAS participation 2. Samudaya Data shale
1. School Readiness program for
Children with Special needs
2. Access to quality pre-primary
and English medium schools
School Education in Karnataka • 27www.schooleducation.kar.nic.in 28 • Government of Karnataka
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