       contd.. 
               To provide the minimum level of learning without 
                stifling the curiosity and creativity of the child.
                   By unleashing the creativity of the teachers.
                   By bridging the gap between the teacher and the 
                  learner.
                  By adopting curriculum to local needs and idioms 
                 to which child can easily identify himself.
                  By creating and enabling environment where child 
                 learns at his own pace, masters competencies.
                 By a process of continuous evaluation which is 
                non-threatening and which effectively eliminates 
                the formal system of roll calls, examinations, 
                promotions and ranking.
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   II. Nali Kali  : Experiment : History and present status
   1. Started in 1995 with Unicef assistance when a group of 15 teachers 
   and  administrators  from  HD  Kote  (Mysore  District)  visited  the  rural 
   schools run by Rishi Valley education Trust.
   2. Teachers made an analysis of the ills of the education system that 
   hinder children (mostly first generation learners) from fully accessing 
   and participating in the school system and achieving pre-determined 
   levels of learning.
   They identified:
   Rigid and stereo typed class room transaction through monotonous 
   monologue 
   Total  dependence of teachers on text book transaction; multi level / 
   grade teaching not possible in a text book driven situation.
   Teachers not involved in preparation of textual material, no sense of 
   ownership.
   Teaching not addressing the last child in the class.
   Policy of universal promotion leading to attainment gaps and loss of 
   interest.
                                                                                                                                                                                                                                                         3
   Contd..
   Problems of non enrolment, large scale absenteeism 
   Insufficient academic support for  teachers and inadequate pre and 
   in-service training.
   Students not developing self confidence; their curiosity and 
   creativity stifled.
   Fear of school, Teacher, education, and examinations... Widespread: 
   whereas learning is easier in fearless atmosphere.  No child needs to 
   be afraid of failing.
   Curriculum is learnable by the child, provided it is in consonance 
   with the cognitive levels of the child.
   Children learn at different pace and learning in a continuous - not 
   compartmentalized in to class wise, content areas.
   Child who is unable to attend school regularly has scope to continue 
   where she left off.
   Given an opportunity children can successfully organise activities 
   leading to significant learning outcomes.                                             4
     What teachers did:
    •  Reviewed the curriculum according to what a child can 
       learn at a particular level
    •  Re-organized the curriculum into small manageable units
    •  Sequenced the learning units into a comprehensive 
       learning ladder 
    •  Developed activities and a teaching methodology for each 
       learning unit to facilitate readiness for learning, 
       instruction, reinforcement and evaluation 
    •  Built into the learning ladder an evaluation system which 
       is non-threatening, continuous and comprehensive
    •  Evolved a more democratic classroom management 
       system, which is not based on the child’s ability, age, 
       caste or gender
    •  Developed a system for making the classroom attractive
                                                                                                                                                                                                                                        
           5
       The curriculum, learning units, ladder and material
       • Nali Kali system allows a flexibility which facilitates 
          the  shifting  of  learning  units  to  different  levels  and 
          grades  depending  upon  the  local  situation  and 
          circumstances.
       • Curriculum is seen as a continuum from classes I-IV – 
          the child can re-enter the learning ladder at the point 
          where she left off.
       • Textual material replaced by learning cards.
       • Learning  sequence  is  broken  into  the  smallest 
          possible units.  
                                                                                                                                                                                                                              
          6