Abstract

This report seeks to evaluate the strengths and limitations of the Kalikayatna approach, an alternative learning method implemented in selected clusters across five districts in Karnataka. Despite Karnataka being one of India’s educationally advanced states, challenges like poor learning outcomes and significant urban-rural literacy gaps persist. A survey by the Karnataka School Quality Assessment and Accreditation Council further underscores the issue, revealing that over half of the government schools surveyed received the lowest grade, signaling a need for systemic reforms. In response, the Karnataka government has launched several innovative education programs, including Nali Kali, Keli-Kali, Shikshanadalli Rangakali, and Kalikayatna. Although Kalikayatna remains limited in scope, Nali Kali has been adopted statewide for primary school students. Developed from the Rishi Valley rural school programs in Andhra Pradesh, Nali Kali aims to create engaging, participatory learning environments using ‘learning cards’ instead of traditional textbooks, promoting self-paced, peer-based learning in small groups. Teachers are trained as facilitators rather than authority figures, fostering a more creative and less pressured learning experience for students.

Against this backdrop, the report investigates how Kalikayatna compares to other educational reforms in Karnataka, focusing on its potential to address issues of quality and equity in the state’s education system. The study is structured into seven chapters: the first introduces the Kalikayatna approach, followed by chapters on research methodology, teacher development, learning outcomes, and parental involvement. The report concludes with recommendations for enhancing educational quality and bridging equity gaps in Karnataka.

Jha, J., Pancharatnam, P., Maithreyi, R., & Nagaraj, N. (2016). The Kalikayatna approach towards primary education: a study of the learning initiative of Prajayatna. Bengaluru, Karnataka: Centre for Budget and Policy Studies.