Quality Interventions
Quality – Innovation Project (Elementary) (Recurring)
Shaala Siddhi
National programme on School Standards and Evaluation, Shaala Siddhi strengthened the recommendations of NEP 2020, like Standards Setting and School Accreditation, establishment of the State School Standards Authority (SSSA) and development of School Quality Assessment and Accreditation Frame work (SQAAF) for enhancing curricular and academic standards. This is an innovative initiative, programme intends to evolve school quality assurance system for quality improvement and improved learning outcomes. The objective of Shaala Siddhi at elementary and secondary level is to develop an authentic document helpful for evaluating and improving the school activities. Shaala Siddhi Frame work was made familiar to District officials of Samagra Shiksha Kerala and convergence meetings of educational officers held at District level and BRC level. Heads of the school and School Resource Group conveners trained on School Self- evaluation process. The trained BRC personnel supported schools in completing the dash boards comprising of 7 Key Performance Areas and 46 Core standards. 94.76 % of total Government and Government Aided schools completed the School Self-evaluation process in the academic year 2023-24. Two day Regional Workshop on Shaala Siddhi, was organized by the National Institute of Educational Planning and Administration (NIEPA), New Delhi, in collaboration with Samagra Shiksha Kerala at Hotel Chaithram, Thiruvananthapuram, Kerala from December 18 to December 19, 2023 in which delegates from Telangana, Karnataka, Puduchery, Kerala, and Andhra Pradesh were attended. In this workshop standard setting for school education, institutionalization of school evaluation, assessment and accreditation, strategies for effective implementation of Shaala Siddhi programme, and school quality improvement and learning outcomes were discussed.
Talent Search
Students have varied talents and these talents are to be nurtured by giving proper guidance and support to enhance them. This cannot be properly done within the limits of a school as the schools may not have appropriate faculties for the same. So it is necessary to set up local talent centres in different areas. For this, Sargadeepthi centres (Talent Search centres) were set up Objective of this programme to identify the talents of students and enrich them utilising the experts who are locally available and those who are skilled in rare art forms. It enhances the creativity of children by providing opportunities for co learning. Through this programme children will be aware of the art forms that are on the verge of extinction. State prepared guidelines for Talent search centers and selected suitable places like local resource centers and set up centers. Ensured availability of local resource persons and trained various art forms. The talents of students will be identified and nurtured. The expertise of locally available persons including those skilled in rare art forms were utilised for nurturing the talents of children. Talent search centers helped to preserve heritage art forms.
Exposure to Vocational Education (Class 6-8)
Craft (Camp for Work Related Activities in Fun Time) aimed at inculcating the learning of Science, Social Science and Maths along with work experience and thus vocationalize the learning activities. This project reaches its fulfillment when such activities are undertaken as a part of daily classroom learning. The benefits are evaluated through try out classes. Camps were conducted for classes 6, 7 and 8 and helped in forming a new vision in the education sector. CRAFT-24 connected life experiences to theoretical knowledge. CRAFT linked Mathematics, Social Science and Science to Work Experience and expanded the outlook of people on the education sector. Vocationalising education among all students developed respect for all profession and thus created positive attitude towards each and every profession. It inculcated socially desirable values like teamwork, cooperation, self-confidence, self-reliance etc. and created awareness about gender equality in different occupations. It incorporated hands on activities and thus made learning more fun. Conducted DRG workshop and organised camps for the students in class 6,7,8 in which service of experts was included. The learning of Science, Maths and Social Science was inculcated with work experience and thus students made aware of the importance of vocationalizing learning activities. Children could understood the dignity of labour. In CRAFT 24 camps, the participation of differently abled children were ensured. Expenditure for the programme is Rupees 3. 37091 lakhs and 504 schools were the beneficiaries. Project Innovative Activities – Recurring (Secondary & Sr. Secondary)
Innovative programme for commerce
IDEA – 23
IDEA 23 was introduced to encourage and develop economic freedom among students. Industrial growth is inevitably related to the economic growth of a country thus IDEA 23 enabled the students to find new business areas and entrepreneurship opportunities related to their curriculum. Entrepreneurship fests caters to the aims of this programme. IDEA 23 developed an entrepreneurship spirit among students and used the expertise of local resources to develop entrepreneurship. IDEA 23 made awareness about start up projects and shared the ideas that came up in discussions. As a part of IDEA 23 awareness classes were conducted for students and parents by experts and selected best plans from the school fests. District level fests were conducted and presented the plan. Conducted district-level and state level fests. The program developed an entrepreneurship spirit among students and they got an idea about new start up projects.
Project Innovation (Rec)- (State specific)
Inclusive Sports, Health and Cultural Hub
In order to improve physical and health fitness of Children with Special Needs, special sports events and health practices were conducted in School, District and State level. Sports and games items were selected in consultation with the experts and state sports council. All the students were encouraged to participate in items. Outstanding students selected, were given special training in the school games, sports, arts and cultural items along with other students. Preliminary training was given to all the participants to make them mentally and physically fit to participate in the events. Enhancement of self confidence in differently abled children with the help of sports and games was ensured. This programme envisaged to initiate sports and arts hubs in all Block Resource Centres. As part of implementation of the programme, a visioning workshop and a module preparation of inclusive sports and games was organised. A training based on Inclusive the Sports Manual was conducted for the special educators and specialist teachers of SSK. The special students were trained along with their peers from schools in inclusive sports and games like mixed standing long jump, mixed standing throw ball, mixed relay, shuttle badminton, football, cricket and handball. Procurement of sports & games items for practicing the items were selected at BRCs. The cluster level inclusive sports& games events were conducted and gave opportunities to all CWSN students to take part in any one of the events of their interest. The Home- based students were trained in selected fun games and they also participated in Cluster level &BRC level events. The selected team of students in sports & games at BRC level were trained regularly by the special educators & specialist teachers. The District level Sports Meet was conducted colourfully. Opportunities were provided to individuals with disabilities to participate in sports as those without disabilities. This helped to break down barriers and promoted equality. Inclusive sports programs helped to build a sense of bringing together individuals from diverse backgrounds and abilities. Parents, LSGD members, General students from schools, Physical education teachers from schools, SSK staff were involved in the programme. This fostered understanding, empathy, and a sense of belonging among participants and thus promoted an inclusive society. Regular physical activity improved overall health, and inclusive sports programs & helped individuals stay active and healthy. It contributed the personal development of participants by helping them build confidence, develop new skills, and improve their self-esteem. This developed teamwork, leadership, and communication skills. By showcasing their abilities and talents and thereby removed misconceptions about people with disabilities. They was provided with Competitive Opportunities to engage in competitive sports at various levels, from recreational to elite. Moreover this programme advocated awareness about the importance of inclusion and accessibility in all aspects of life. Expenditure for the programme is Rupees 146.40377 lakhs and 14 districts participated in this.
Local Resource centers
Local resource centres have been playing a major role in uplifting the socio-educational status of the marginalised sections of the society in the State. SSK have to continue the programme as LRCs made considerable advancement in ensuring quality education for all sections. Local Resource Centres are an innovative initiative for the educational and social upliftment of the marginalised and backward sections of people. LRCs ensured the educational upliftment of those who are marginalised and face backwardness in society. They nurtured the creative talents of children who belong to such category and mainstream them. The educational volunteers of LRCs were familiarised with the different packages developed based on learning enhancement programmes. Science – Social Science and maths lab were set up. Arts and sports educational activities were carried out with the help of specialist teachers. A creative workshop for two days was conducted in district level for the preparation of activity calendar and its instructions. One day orientation programme was conducted for volunteers and parents in different creative areas. Mikavulsavam for the students was conducted in a befitted manner. Educational advancement of the marginalised and backward categories was accomplished. Provided platforms to showcase different creative abilities of the students.
Access focused Innovative Programme
SEVAS (Self Emerging Village through Advanced Support)
Access, retention, quality and equity are the main highlights of education in the Kerala context. Still, there are areas where quality education remains a dream, especially in the tribal, coastal, SC/ST colonies. The marginalised sectors need to be brought to the mainstream. A detailed need analysis survey had been organized and based on the findings, planned a series of programes that would bring great changes in the living standards of the people of the marginalized settlements. Even though many projects were introduced in this region by various agencies, a collective effort in a particular area was considered to be more effective. The main objective SEVAS was to ensure quality education to all students especially to those belonging to the marginalised sectors. Through this programme the students were made aware of the career opportunities, Empowered the students having different types of limitations through educational activities and ensured upliftment of Marginalised colonies by converging all the services. An intensive survey was conducted in selected panchayaths. The data collected compiled and presented to the district collector. This helped the authorities to prioritise the needs of the selected panchayaths. Then conducted Panchayath level convergence meetings. Regular Counselling classes were organised by experts. Conducted career guidance sessions, anti-drug campaigns and organised Parental Awareness programme effectively. Quality education was ensured for these students. Students developed a genuine interest in learning and they achieved vocational skills. Systematic plans were developed to lead a Panchayat to holistic excellence within 5 years. Special projects for Aspirational Districts.
Total Learning Support (TLS)
Wayanad is so special geographically, socially and educationally. As per the 2021 Sensus 18.5% of the total population of Wayanad District belongs to Scheduled Tribes. Among them Paniya, Adiya, and Kattunaikas are very backward and Kattunaika is premitive too. Samagrashiksha Kerala Wayanad runs 92 centres for the educational support of these tribal sections. These centres are proved as effective in reducing the dropout and to provide various supports. The main objective of the programme was to enable the learners to overcome the issues and strains in their education and to surpass the learning blocks. There Identified learning disabilities if any and created opportunities to ensure basic learning skills. TLS helped the young ones to identify their innate abilities and develop confidence to perform and to overcome their snooty to the academic and co curricular. Familiarised and ensured individual hygiene among the tribal kids and developed and maintained personal contact with the school teachers. Thus assured them better consideration and equity in the classes and activities. SSK team including Educational Volunteers (EVs), Spl Educators, Spl Teachers of Art, Work Education, Music, and Physical Education along with CRCCs and Trainers identified and located the schools in all the BRCs in which the major number of Paniya, Adiya and Kattunaika kids are studying. 15 centres were selected for this programme. Special camps were organised in the centres from 9:00 a.m. to 5:00 p.m. in all Saturdays from the month of November 2022.Other support programs were there on all Saturdays and other working days of the STCs, OVKs and PPKs from 2 P M to 4 P M. Module was prepared in such a way that it was transacted by the first week of May. There assured 20 hours of service in every month. The supporting works of the first session concluded with the Edu fest of this academic year in which all the learners were performing publicly the academic growth and skills they had achieved and improvised as part of schooling. The programme helped in bridging with formal education through improving the learners confidence level. Time and continuity are essential to the academic growth of any learner. So beginning with improvising learning skills and summing up in personality development through these activities ensured progress of the learners of the tribal community.
District Specific InnovativeA Success Story
Samagra Shiksha Kasaragod implemented a program to give additional support for students from marginalized sectors through ICT and internet facilities in Local Resource Centers. Local Resource Centers (LRCs) aim to create a natural environment for underprivileged children to boost their confidence and identify and nurture their diverse talents. Local Resource Centers are functioning under the leadership of Samagra Shiksha Kerala under the Department of General Education. The aim of the e-LRC project is to provide internet facilities in all the 42 LRCs in the district and empower the marginalized sections by providing classes and training on various subjects to the children and parents by utilizing the ICT possibilities. In 2022-23, SSK Kasaragod implemented the learning management system in the LRCs for the first time in the state. The program continues with e Kaalathinoppam programme through LRC in such a way that the class can participate online in other LRCs of the district using the internet system in various subjects conducted directly in one or two LRCs of the district. Children can also watch the recorded class on YouTube anytime. In order to ensure internet facilities laid several kilometers of cable to the LRCs working in remote areas. It is possible to activate LRC functioning and continuously provide classes and training to improve the talents of children and parents on different subjects in offline-online mode. Film exhibition and seminar, parent empowerment program, magic, craft making, storytelling, Aarkkum paadam (song), music classes, instrument training, LSS, USS, SSLC coaching, Easy English etc are possible through eKaalthinoppam programme As a part of the e-LRC project, efforts to upgrade one LRC in each BRC to a model LRC has been spurred.
Varna Tharangam - Painting and Sculpture Training Varna Tharangam was a painting and sculpture training camp organized for selected students of the constituency with the help of Samagra Shiksha Kerala Kannur as a part of the Tharangam Comprehensive Education Project which had been successfully organized for two years under the leadership of MLA Smt.KK.Shailaja Teacher of Mattannur Constituency with the aim of improving comprehensive education. The objective of this program was to ensure services of one art teacher at least one day a week in all schools of Mattannur constituency to identify and train talented students in the field of arts and identify the best artistic talent and provided opportunities for further training in the field of expertise. It reduced children’s learning burden and learning conflict. The district-level visioning workshop involved the preparation of a creative module and a hands-on workshop for students. During the event, prizes and certificates were distributed to participants. Key achievements include providing students with the opportunity to express their creativity, helping them understand various mediums and techniques in painting and sculpture. Students were able to identify their preferred medium and also had the chance to learn about renowned artists and sculptors.
Naipuni Naipuni is a skill based programme implemented by SSK Kannur. The beneficiaries of this programme were selected students of schools from nine panchayaths of Thaliparamba constituency and Pattuvam, Udayagiri grama panchayath Two days camp was conducted for selected students in that panchayath. Students acquired practical knowledge in various topics like mashroom cultivation, paper bag making, cooking, ornament making, screen printing, electrical work, plumbing, mobile phone repairing, lap top repairing, two wheeler repairing, epi culture. Total 491 students from Pariyaram, Kurumathur, Chapparappadavu, Pattuvam, Udayagiri, Mayyil, Kuttiattoor, Kolachery, Malappattam Panchayaths and Andoor, Thaliparamba Muncipalities got an opportunity to achieve life skill in various topics.
TOLC – Teachers online learning community Teachers should be subjected to professional development throughout their teaching career. To help them in this regard, SSK Kannur created an online community of teachers and conducted several activities for improving teaching and learning process. The goal of this initiative was to enhance teacher performance, enabled teachers to independently improve their teaching methods and raise the learning standards of students. Activities included a district-level meeting for BRC trainers and CRCC, the formation of online teaching communities at the BRC and CRC levels and the creation of WhatsApp groups for teachers to share resources. Additionally, online resources were developed for both teachers and students, which were implemented in classrooms with weekly reviews. Key achievements included teachers successfully created their own teaching resources, improved the teaching-learning process, and had a platform to share educational materials. As a result, the learning standards of students gained significant improvement.
Malayalathilakkam for classes 6, 7 and 8
The programme, ‘Malayalathilakkam’, was implemented in schools under the General Education Department to foster the grade-level reading and writing skills of the students. The students who struggled in reading and writing in Malayalam were given remedial support by tapping their creative potential to read, draw, write and perform. This aimed to equip all students to construct various discourses such as descriptions, stories, poems conversations, notes, scripts, screenplays, slogans, posters, letters, character sketches, appreciation, diaries, etc. at a class-specific level considering all the suggested indicators. The first step of the programme was the preparation of the activity package and selected suitable resources including audio, videos and print. A district level and cluster level empowerment programmes for the teachers were conducted after the module preparation. While implementing the programme at the school level, school and class libraries were upgraded. Creative workshops for students, parents and members of the community were conducted for the development of varied local texts and discourses. Workshops were organized on holidays for developing creative writings of students and were printed and published. As a result of the programme, learners showed interest in selecting books on their own and in reading for enjoyment and knowledge acquisition. Students developed the efficiency in making discourse at the expected level demanded by the curriculum, by considering all the indicators. The proficiency and confidence in mother tongue helped to enhance achievement in all other subjects
Samskrita Madhuri
Samskrita Madhuri is a project to enhance Sanskrit learning among the upper primary students of Kerala. It aims to make students aware of the language and enrich their language competency. Initially, a state-level workshop was conducted to prepare module for teacher training. Resource materials were prepared with the help of SCERT.DRG training and Block level teacher empowerment programmes were organized and resource materials were distributed on time. The project enhanced the students’ creative talents, helping them familiarise themselves with the cultural heritage of Sanskrit. As a result of the programme, language competencies and learning aptitude were developed among the students.
Ahlan Arabic
Ahlan Arabic is a project for enhancing Arabic learning as a first language among students at the secondary level and as a second language at the senior secondary level to improve communication skills and creative writing in the language. The programme was implemented after the preparation of module and resource materials with the support of SCERT at the state level. District - and cluster-level trainings were organised, and resource materials were distributed promptly. Ultimately language competency and learning aptitude were developed through this programme.
Pyaari Urdu
Pyari Urdu is a project for enhancing Urdu among the upper primary students. It focused on the acquisition of creative writing skills and communicative competency. The programme began with a module preparation workshop at the state with. Resource materials were developed after that with the support of SCERT. District and cluster level trainings were followed and resource materials were distributed. The programme resulted in the development of language competency and learning aptitudes. It raised the competency to communicate in Urdu. It ensured the skill for creative endeavours in Urdu. Teaching Urdu became easier, more attractive and more effective.
Innovative Programme for Hindi – Vaachan ki Bahar (LEP)
To enhance Hindi learning, SSK implemented a learning enrichment programme, ‘Vachan Ki Bahaar,’ using books in the school library. This year, the programme was executed usingdigital technology to enhance the creativity of students. Before implementing the programme, workshops were conducted at different levels for teachers after preparing the activity framework. Prepared attractive TLMs and distributed them on time. The interesting learning activities equipped the learners to use the language easily. It helped the children prepare reading cards. The programme created an atmosphere that enriched the reading habits of children. Students became so enthusiastic in reading and classroom learning became more effective.
Filmotsav- Film fest
Filmotsav is intended to make language learning an enjoyable and effective experience among students. At the beginning Film clubs were formed. Selected students were given training at the district level. Students were given an opportunity to interact with film experts. After that, a three-day State Level camp was organised with 42 students (3 students from each district) in which the students watched movies and wrote scripts, and dialogues and created short films and edited them. These were uploaded to the website of Samagra Shiksha. An affinity for movies was inculcated among the students which enabled them to review a film using appropriate language. As a result of the programme, students understood different lifestyles and cultures across the world. It ensured the enhancement of language skills. Students were able to create good short films.
Rashtria Aavishkar Abhiyan (Elementary)
The Rashtriya Aavishkar Abhiyan (Elementary) for the academic year 2023–24 aimed to nurture a spirit of inquiry, creativity and a love for Science and Mathematics among students. It focused on fostering the effective use of technology and providing a platform for students with an aptitude for these subjects to develop their potential. Various activities were organised to encourage young minds, support their talents and inspire them to achieve academic excellence and pursue research. The initiative also sought to integrate innovative teaching methods to make learning engaging and impactful for all participants. Rashtria Aavishkar Abhiyan (Elementary) The Rashtriya Aavishkar Abhiyan (Elementary) aimed to nurture a spirit of inquiry, creativity and a love for Science and Mathematics among students. It focused on fostering the effective use of technology and providing a platform for students with an aptitude for these subjects to develop their potential. Various activities were organised to encourage young minds, support their talents and inspire them to achieve academic excellence and pursue research. The initiative also sought to integrate innovative teaching methods to make learning engaging and impactful for all participants.
Science Exhibition/ Book Fair As part of the Rashtriya Aavishkar Abhiyan (RAA), a Science Exhibition and Book Fair was organized to inspire elementary school students to develop a love for science and technology. The fair provided students a platform to present their understanding of scientific concepts and encouraged them to design and develop innovative projects. It also served as a medium to popularise science and increase public awareness of its relevance. The programme achieved remarkable outcomes by creating opportunities for students and teachers to express their innovative ideas and explore practical solutions to real-life problems. The exhibitions showcased scientific principles learned in classrooms and highlighted the importance of regional resources in addressing local challenges. The fair generated interest in science among students and the wider community, fostering a spirit of inquiry and innovation that aligns with its objectives.
Quiz Competition Quiz Competition titled LENS was conducted at the BRC and district levels to provide an interactive platform for elementary school students to enhance their knowledge and confidence. The programme aimed to expand the scope of learning beyond the classroom by encouraging students to prepare extensively through inquiry and the use of diverse reference materials. Activities included state-level visioning and module preparation workshops, SRG, DRG and BRC training, cluster-level planning and the organisation of class and school-level science quizzes. Students were encouraged to form teams and actively participate in the quiz competitions. The winning teams at the school level advanced to BRC level competitions, with district-level science camps serving as the culmination of the event. The quiz competition not only increased student engagement but also enriched the learning process by promoting critical thinking and teamwork.
Science Kit The Science Kit programme was implemented during the academic year 2023–24 in the state to foster experiential learning and enhance science education in elementary schools. Science kits were distributed to all schools, equipped with materials and substances necessary for conducting experiments aligned with the curriculum. The initiative aimed to provide direct experiences, promote a positive attitude towards science learning and integrate science into everyday life, making it more accessible and engaging for children. Key activities included state-level selection of kit materials, procurement and distribution at the BRC level and cluster-level teacher planning for classroom experiments. Students actively participated in conducting experiments using the kits during science fairs, which encouraged hands-on learning and practical application of scientific concepts. The programme successfully simplified complex science concepts, trained children in performing simple experiments, and increased their participation in science-related activities. Science kits were distributed to 3,486 elementary schools across the state
Excursion Trip for students within State An excursion trip programme was conducted for elementary school students within the state during the academic year. The initiative aimed to provide students with opportunities to visit industries, science institutes and higher education institutions. This offered direct experiences that enhanced their understanding of scientific concepts and their practical applications. These trips also helped students explore life beyond their immediate surroundings. The programme involved a state-level visioning workshop to establish selection criteria for students, followed by meticulous planning at the state, district and BRC levels. Excursion trips were organised for selected students and study reports were prepared to document the learning outcomes. The initiative improved students’ scientific understanding, analytical thinking and social skills.
Maths Kit As part of the Rashtriya Aavishkar Abhiyan (RAA), Maths Kits were distributed to all elementary schools to make Mathematics learning more engaging and joyful. These kits enriched classroom maths corners and labs with various materials and equipment, addressing immediate learning needs and inspiring students to explore mathematical concepts through hands-on experiences. The programme included the state-level selection of materials and equipment, followed by their purchase and distribution at the BRC level. Teachers planned activities and experiments for classroom use and Math labs, ensuring direct experiential learning for students. Teaching aids, models, charts and graphs were prepared by students for presentation at Math fairs organised at the class, school, and BRC levels. The initiative improved the ability of students to see mathematics as an integral part of daily life, ultimately increasing the level of learning outcomes in Mathematics. Maths kits were distributed to selected elementary schools across the state.
School Mentoring by Higher Education Institutions School mentoring programme was implemented to foster a creative partnership between elementary schools and higher education institutions such as higher secondary schools, colleges and research institutes. This initiative aimed to enhance the teaching and learning of science and mathematics by providing students and teachers with opportunities for hands-on experience, interaction with expert mentors and exposure to advanced science labs. The programme involved mutual faculty visits, student exchanges and workshops for capacity building. The initiative successfully equipped students with skills in experimentation, problem-solving, and inquiry-based learning, while also enhancing teachers’ professional growth through access to innovative teaching methods and updated content knowledge. It also broadened the perspectives of participants and strengthened the goal of upgrading schools to international standards as part of the ‘General Education Rejuvenation Programme’.
Formation of Science/Maths Clubs The formation of Science and Maths Clubs in schools aimed to foster student involvement and enhance their confidence in learning science and mathematics. These clubs were designed to stimulate curiosity and improve skills by engaging students in collaborative projects and experiments from the elementary level onward. The activities included workshops, meetings at various administrative levels, and the establishment of clubs with clear guidelines for operation. The programme contributed to students’ academic achievement and developed leadership qualities. It not only increased student engagement but also improved their understanding of real-life applications of science and mathematics. The initiative also led to a rise in the number of gifted students identified through their involvement in club activities.
Science Programmes The Science Programme implemented various initiatives such as Science Parks, Science Camps and Geo Learning Labs to promote hands-on and inquiry-based learning in science among elementary students. Science Parks were revamped to engage students in exploring scientific concepts and phenomena through interactive activities, enhancing their scientific curiosity and problem-solving skills. The Science Camp, a two-day residential programme provided students with opportunities to engage in research and collaborative learning. The Geo Learning Lab project aimed to address challenges in teaching geography and astronomy concepts by providing tools and equipment to make these subjects more accessible and understandable for students. Teachers were trained to set up and utilise Geo Learning Labs and students were encouraged to explore complex concepts through practical learning. These initiatives nurtured the creativity of the students and promoted a deeper understanding of scientific concepts, ultimately fostering a more engaging and effective learning environment.
Maths Programme The Maths Programme implemented two key initiatives: the Outdoor Math Park (Ganitha Park) and the Festival of Math (Ganithotsavam) to foster a deeper understanding and appreciation of Mathematics among students. The Ganitha Park was revamped to provide students with hands-on, outdoor activities that encouraged exploration, problem-solving and critical thinking. It aimed to overcome students’ learning difficulties in mathematics by promoting a fear-free and engaging environment, enhancing their mastery of mathematical concepts and skills. The Ganithotsavam focused on integrating mathematics with real-life situations, encouraging students to see the relevance of mathematics in their daily lives. The festival promoted logical thinking, problem-solving skills and enquiry-based learning, ultimately enhancing students’ interest and attitude toward Mathematics. These initiatives helped students connect Mathematics with nature, their surroundings, and their everyday experiences, making math learning enjoyable and relevant.
The Rashtriya Avishkar Abhiyan (RAA) (Elementary) programmes comprised a diverse range of initiatives aimed at enhancing student engagement and learning in Science, Mathematics and Social Science through innovative and activity-based approaches. Programmes like Science and Math Clubs, Science Parks, Geo Learning Labs and Ganitha Parks provided hands-on, inquiry-based learning experiences that nurtured curiosity, problem-solving skills and critical thinking. Moreover, programmes like Science Camps and Ganithotsavam integrated classroom learning with real-life applications, fostering scientific and mathematical literacy while reducing learning difficulties. These programmes collectively contributed to a confident, creative, and collaborative learning environment for elementary students.
Rashtria Aavishkar Abhiyan (Secondary) 2023-24
The Rashtriya Aavishkar Abhiyan (Secondary) for the academic year 2023–24 aimed to cultivate inquiry, creativity and a passion for Science and Mathematics learning among secondary school students. It emphasised accelerating technology effectively and providing platforms for students with a strong aptitude in these subjects to enhance their skills and realise their potential. A range of programmes/activities were conducted to motivate young learners, nurture their talents and inspire academic excellence and research pursuits. The activities also focused on incorporating innovative teaching methodologies to make learning interactive, and meaningful considering all students.
Science Exhibition/ Book Fair As part of the Rashtriya Aavishkar Abhiyan (RAA) for Secondary Schools, a Science Exhibition and Book Fair was organised in 7 districts of the state to ignite students’ passion for science and technology. The event provided a platform for Secondary school students to demonstrate their understanding of scientific concepts and encouraged them to design and develop innovative projects. It also aimed to popularise science and enhance public awareness of its significance in everyday life. The programme achieved notable success by offering students and teachers opportunities to display their innovative ideas and explore practical solutions to real-world challenges. The exhibitions highlighted scientific principles taught in classrooms while emphasising the use of regional resources to address local issues. The fair cultivated a strong interest in science among students and the community, promoting inquiry and innovation in line with its objectives. Seven districts of Kerala conducted this programme.
Study Trip for students to Higher Institutions within State A Study Trip Programme was organised for Secondary school students within the state during the academic year to provide enriching educational experiences beyond the classroom. The initiative enabled students to visit industries, scientific institutes and higher education institutions, offering them a firsthand understanding of scientific concepts and their real-world applications. These excursions also allowed students to broaden their horizons and explore life beyond their immediate environments. The programme was meticulously planned, starting with a state-level visioning workshop to establish student selection criteria, followed by detailed preparations at the state, district, and BRC levels. Selected students participated in the trips, and study reports were prepared to document the insights gained. This initiative fostered a deeper understanding of scientific principles, analytical thinking, and social skills among students.
Maths Kit Mathematics Kits were distributed to Secondary schools to make learning Mathematics engaging and enjoyable. These kits enhanced classroom Math corners and laboratories with a variety of materials and tools, enabling students to explore mathematical concepts through interactive and hands-on activities. The initiative aimed to address immediate learning needs and foster a deeper understanding of Mathematics. The programme involved the state-level selection of materials and equipment, followed by procurement and distribution at the BRC level. Teachers integrated the kits into their lesson plans and facilitated experiments and activities in classrooms and Math labs to ensure experiential learning. Students actively participated by creating teaching aids, models, charts and graphs, which were showcased in Math fairs held at the class, school, and BRC levels. This initiative helped students appreciate Mathematics as an essential part of everyday life, enhancing their problem-solving skills and improving learning outcomes. The distribution of Maths Kits to selected Secondary schools across the state.
Science Kit The Science Kit programme was implemented during the academic year 2023–24 across Secondary schools in the state to promote experiential learning and strengthen science education. The kits, containing materials and substances for conducting curriculum-based experiments, were distributed to all participating schools. The initiative aimed to provide students with direct hands-on experiences, foster a positive attitude towards science, and help integrate scientific concepts into daily life, making science learning more engaging and accessible. Key activities included the state-level selection and procurement of materials, followed by distribution at the BRC level and cluster-level planning for classroom experiments. Students actively participated in conducting experiments using the kits during science fairs, where they applied scientific concepts in practical scenarios. The programme simplified complex scientific principles, trained students to perform basic experiments and significantly increased student engagement in science activities. Science kits were distributed to 1140 Secondary schools across the state.
Formation of Science/Maths Clubs The formation of Science and Mathematics Clubs in Secondary schools has proven to be an effective strategy for fostering student engagement and confidence in these subjects. These clubs are designed to enhance curiosity and skills through collaborative projects and experiments, starting from the Secondary level. Activities include workshops, meetings at various administrative levels, and the establishment of clubs with clear guidelines for operation. This programme has contributed significantly to students’ academic achievement and developed their leadership qualities. It improved their understanding of real-life applications of science and mathematics, while also leading to an increase in the number of gifted students identified through their involvement in club activities. The initiative has not only increased student engagement but also promoted a deeper understanding of science and mathematics in practical contexts. This, in turn, has led to the identification of talented students and the development of leadership skills among participants.
School Mentoring by Higher Education Institutions School mentoring programme was implemented to foster a creative partnership between Secondary schools and higher education institutions such as higher secondary schools, colleges and research institutes. This initiative aimed to enhance the teaching and learning of science and mathematics by providing students and teachers with opportunities for hands-on experience, interaction with expert mentors and exposure to advanced science labs. The programme involved mutual faculty visits, student exchanges and workshops for capacity building. The initiative successfully equipped students with skills in experimentation, problem-solving, and inquiry-based learning, while also enhancing teachers’ professional growth through access to innovative teaching methods and updated content knowledge. It also broadened the perspectives of participants and strengthened the goal of upgrading schools to international standards as part of the ‘General Education Rejuvenation Programme’.
Sasthrapadam - Science Programmes The Sasthrapadam Science Programme for Secondary Schools aims to cultivate hands-on and inquiry-based learning in science through initiatives such as Science Parks, Science Camps, and Geo Learning Labs. Science Parks have been revamped to engage students in exploring scientific concepts and phenomena through interactive activities, enhancing their scientific curiosity and problem-solving skills. The two-day residential Science Camps provide opportunities for students to immerse themselves in research and collaborative learning under the guidance of experienced mentors, fostering a passion for science and teamwork. The Geo Learning Lab project addresses challenges in teaching geography and astronomy by providing tools and equipment that make these subjects more accessible and understandable. Teachers receive training to effectively set up and utilize these labs, encouraging students to explore complex concepts through practical learning. Overall, these initiatives nurture students’ creativity and promote a deeper understanding of scientific concepts, creating a more engaging and effective learning environment.1241 units were implemented.
Maths Programme The Maths Programme for secondary schools introduced two key initiatives: the Outdoor Math Park (Ganitha Park) and the Festival of Math (Ganithotsavam). Ganitha Park was redesigned to provide students with hands-on, outdoor activities that promote exploration, problem-solving, and critical thinking. This initiative aimed to address learning difficulties in mathematics by creating a fear-free and engaging environment, enhancing students’ mastery of mathematical concepts and skills.
Ganithotsavam programme integrated mathematics with real-life situations to help students see its relevance in their daily lives. This festival encouraged logical thinking, problem-solving skills, and enquiry-based learning, ultimately improving students’ interest and attitudes toward mathematics. These initiatives connected mathematics with nature, surroundings and everyday experiences, making math learning enjoyable and relevant for secondary school students. The programme was implemented in 3486 schools in the state.
The Rashtriya Avishkar Abhiyan (RAA) for Secondary students is a dynamic initiative designed to enhance engagement and learning in Science, Mathematics, and Social Science through innovative, hands-on methods. Key components include Science and Math Clubs, Science Parks, Geo Learning Labs, and Ganitha Parks, all of which provide inquiry-based learning experiences that foster curiosity, problem-solving skills, and critical thinking. Additionally, programmes like Science Camps and Ganithotsavam integrate classroom learning with real-life applications, promoting scientific and mathematical literacy while reducing learning difficulties. Collectively, these initiatives create a confident, creative, and collaborative learning environment, preparing students to tackle future challenges with enthusiasm and competence.
