Working Conditions of Teachers: State Report for Karnataka
This report presents findings from a comprehensive study conducted by the Centre for Budget and Policy Studies (CBPS), Bangalore, under the project “National Study on Working Conditions of Teachers: Karnataka and Jharkhand,” as part of the NUEPA Research Reports Publications Series. The study focuses on documenting and analysing the working conditions of elementary and secondary […]
Scoping Study for Starting Interventions in Karnataka for Room to Read
Room to Read has been working in India since 2003 in the areas of Literacy and Girls’ Education. In the past thirteen years, Room to Read has helped set up libraries in government schools, trained teachers on literacy instruction, published children’s literature in local language and provided material, academic and life skills support to girls. In 2017, they plan to expand their operations in Karnataka. CBPS is conducting a feasibility study to guide their proposed expansion plans and recommend way forward.
Review of the Newly Introduced Online Process for Admissions Under Right To Education Act Section 12 (1) (C) in Private Unaided Schools in Karnataka
This paper explores the challenges of ensuring equitable access to primary education in Bangalore, one of India’s fastest-growing urban centers, in the context of the Right to Education (RTE) Act of 2009. Despite constitutional guarantees and legal mandates for free and compulsory education, urbanization and migration complicate the equitable provision of education. The study highlights […]
Skills Development, Social Mobility and Educational Change: A Sociological Analysis of the Effects of the National Policy on Skills Development in India
This study proposes to review the outcomes and implications of the National Policy on Skills Development, and the skills training and education programmes that have resulted from it.
Why it is important to retain an independent Mahila Samakhya Programme
The policy brief titled “Why it is important to retain an independent Mahila Samakhya Programme,” prepared by the Centre for Budget and Policy Studies in 2016, argues for the continuation of the Mahila Samakhya (MS) programme. Launched in 1989 under India’s Ministry of Human Resource Development, MS promotes women’s empowerment through education and collective action, […]
The Kalikayatna Approach Towards Primary Education: A Study of the Learning Initiative of Prajayatna
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 […]
Tracing the Education and Employment Status of Open School Graduates in India
Open education refers to a style of education with flexibility of admissions, as well as the when, where and what to learn. On the same theme, distance education refers to the process by which all or most of the instruction in an educational setting is conducted by someone removed in space and/or time from the […]
Policy Brief: Why it is important to retain an independent Mahila Samakhya Programme
The policy brief titled “Why it is important to retain an independent Mahila Samakhya Programme,” prepared by the Centre for Budget and Policy Studies in 2016, argues for the continuation of the Mahila Samakhya (MS) programme. Launched in 1989 under India’s Ministry of Human Resource Development, MS promotes women’s empowerment through education and collective action, […]
Study on the Current Situation of Boys and their Engagement with Learning in the Commonwealth
This study was a desk-based review of the current situation of boys and their engagement with learning in the Commonwealth countries.
A Study on the Impact of Training on SMC Members and Functioning of the SMC: Evidence from Jharkhand
The Right to Education Act (RTE) 2009, which makes basic education a fundamental right for every child in the age group of 6 to 14 years, made it mandatory for every school to establish a School Management Committee (SMC), with Section 21 specifying that all schools (Government and Aided) need to establish an SMC “consisting […]