Improving Lives and Livelihoods by Building Women’s Capacities in Craft
The project focuses on development and implementation of capacity building modules for artisans in Bagalkot and Channapatna based on understanding of gaps between needs of artisans and existing skill development programmes.
Holistic Skills for Early Childhood Education in India
With the acceptance of National Education Policy (NEP) 2020 and subsequent developments such as National Initiative for Proficiency in Reading with Understanding and Numeracy (Nipun Bharat) by the Government of India, the country has redefined the early years for education as covering children between 3–5-year-olds to 3-8year-olds, which is close to a widely acceptable definition […]
Scoping Study: Curriculum, Learning, and Assessment of Foundational Learning in India
With the acceptance of National Education Policy (NEP) 2020 and subsequent developments such as National Initiative for Proficiency in Reading with Understanding and Numeracy (NIPUN BHARAT) by the Government of India, the country has redefined the early years for education as covering children between 3–5 year-olds to 3-8 year-olds, which is close to a widely […]
Evaluation of the ISST project ‘Capacity Building in Gender Transformative Evaluation’
CBPS evaluated ISST’s online course, “Facilitating Gender Transformative Evaluations,” which aims to enhance evaluators’ capacities through a feminist lens. The evaluation involved reviewing course materials and interviewing coordinators and participants to assess efficacy and provide recommendations for future iterations of the module.
A Critical Sociological Analysis of the Skills Development Initiative of India
The Vocationalisation of Secondary and Higher Secondary Education (VSHSE) program was introduced in 2013 by the Ministry of Human Resource and Development (MHRD) to offer optional vocational courses in schools, alongside academic subjects. The VSHSE was launched in Karnataka in 2014-15. In the first phase of a study by CBPS to understand the social impacts and […]
Mahila Samakhya: A descriptive analysis of a baseline study in Haveri, Karnataka
This report analyses the impact of the Mahila Samakhya (MS) program on women’s economic empowerment in Haveri, Karnataka. The MS program aims to reduce gender inequality by promoting collective action and education among rural women. Our study uses a mixed-methods approach, including a randomised control trial (RCT) and embedded ethnography, to explore sustainable economic empowerment, […]
Skills Education and Workforce Preparation: Examining the Disconnects between Policy Intentions and Outcomes in India
Investments in education and training have been considered critical to human capital formation and economic productivity of nations (Ashton et al., 1999). However, globally the nature of investments in education have been changing, with ‘skills formation’ having come to be accepted as one of the key drivers of the economy (Keep and Mayhew, 2010; Nikson, […]
A Critical Sociological Analysis of the Skills Development Initiative in India
An in-depth qualitative study conducted by CBPS of the Skills Policy and Initiative by the Government of India attempting to evaluate the impact of skills-related policies on poor and disadvantaged youth. An extension of a previous project conducted by CBPS in 2016.
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.
Report: Evaluation of the Educational Leadership Development Programme (ELDP)
Despite significant investment in a number of reformatory measures in the elementary education sector, indicators relating to the quality of Karnataka’s elementary education have not shown significant improvement. Blame tended to be levelled at exogenous factors like poverty and material difference, though studies indicated towards shortcomings in the outlooks of teaching cadre as well as […]