Stakeholders laud the impact of Ganitha Kalika Andolana on children.

Akshara Foundation organised a Symposium on Ganitha Kalika Andolana (GKA) to mark the completion of three years of the programme’s implementation. The symposium was inaugurated by Shalini Rajneesh., I.A.S. Principal Secretary, Primary & Secondary Education.
Inauguration Ceremony
In her inaugural address, Shalini Rajneesh said “GKA is reaching schools and children, it is a very useful and innovative programme that helps learning. Through activities and fun learning children are losing their fear of mathematics. The Government of India sent representatives to different States to find out best practices in education and Akshara’s model was one of those picked. One of the most important aspects of the programme is community involvement – people get to understand what is happening in schools and ways in which they can encourage schools and children.”
Shalini Rajneesh., I.A.S. Principal Secretary, Primary & Secondary Education
The symposium on Ganitha Kalika Andolana had three primary objectives.
(1) To share the GKA pedagogy and materials Akshara Foundation has supplied to schools and gauge their impact on teachers and students who are using it in their mathematics classes
(2) To tune into the pulse on the ground and get stakeholder perspectives and deeper insights into implementation
(3) To provide a platform for the learnings of GKA and discuss how to improve the efficacy of the programme in the coming years.

The Symposium featured two panel discussions: Pedagogy and Materials; and Reactions from the Field. The panellists consisted of eminently qualified and experienced people who have implemented several educational programmes. Participants included academics, policy makers, field practitioners and researchers who, as authentic voices of expertise and experience, discussed, deliberated and made recommendations for the way forward.
Panel Discussion: Pedagogy and Materials
Panel Discussion: Reactions from the Field
The panellists included: Dr. P. C. Jaffer, I.A.S. Commissioner For Public Instructions; Shri. Veeranna Jatti Reader – CTE, Chitradurga; Shri. Nagabhushana BEO, Chitradurga; Shri. Channabasava Swamy Gram Panchayat President, Pagadadinni GP, Raichur District; Shri. Manohar Badiger SDMC President, GHPS Bijakal village, Kustagi Block, Koppal District; B.K. Basavaraju, Director Primary Instruction; Dr. G. Vijayakumari Principal, Associate Professor, Vijaya Teacher’s College, Bangalore ; Annapurna Kamath, Math Consultant; Shri. R.V. Makali H.P.S. Suganalli, Bannikoppa, Shirahatti.

Dr P.C. Jaffer I.A.S. Commissioner For Public Instructions said “GKA is one of SSA’s major partnerships. We are reaching some of the most backward districts of the State with this programme. We have to ensure capacity building of teachers and have structures for the continued enhancement of mathematics.”
Dr P.C. Jaffer I.A.S. Commissioner For Public Instructions
As Ashok Kamath, Chairman, Akshara Foundation said “The panellists are the voice of the stakeholders. Hopefully we can take GKA to every school in the State in the next two to three years with stakeholder participation and involvement.”
Shalini Rajneesh., I.A.S. Principal Secretary, Primary & Secondary Education in conversation with Ashok Kamath-Chairman, Akshara Foundation

About GKA: Ganitha Kalika Andolana (GKA) is an elementary school mathematics programme designed and developed by Akshara Foundation to improve numeracy skills and facilitate the classroom teaching of mathematics in grades 4 and 5 in government schools. It is currently being implemented in twelve districts in Karnataka and two in Odisha. Visit: http://akshara.org.in/en/what-we-do/gka/

About Akshara Foundation: Akshara Foundation was set up with a mission to ensure Every Child in School and Learning Well. We believe that quality education is the undeniable right of every child and children should not be deprived of it just because they do not have access to it or the resources to realise their dreams. Visit: www.akshara.org.in

About SSA: Sarva Shiksha Abhiyan (SSA) is Government of India’s flagship programme for achievement of Universalization of Elementary Education (UEE) in a time bound manner, as mandated by 86th amendment to the Constitution of India making free and compulsory Education to the Children of 6-14 years age group, a Fundamental Right.

The Odisha Chapter Begins 

Stepping into Odisha is an ambitious outreach for Ganitha Kalika Andolana. Balangir and Rayagada, the programme’s terrain, are two backward districts where learning indicators are not so strong.

Setting the course for GKA’s Odisha chapter was the Master Resource Persons’ (MRPs) training that Akshara conducted for 50 teachers from the two districts. They gathered in sylvan Chikkaballapur outside Bangalore, determined to pursue their new course material as a teaching-learning opportunity.



They were GKA’s MRPs who, as master disseminators, will cascade the training to batches of teachers in Balangir and Rayagada. Surya Narayan Mishra, Deputy Director, Planning and Training, Sarva Shiksha Abhiyan (SSA), hand-picked them from amongst the best and brightest in the districts.

They were Mathematics teachers, youngish, enterprising, with an open mind. Most of them had a BSc and quite a few an MSc with Mathematics as their specialisation.

Akshara’s Master Trainer those five intensive days was a seasoned veteran, – her speciality, Mathematics, training, engagement. The teachers were near-perfect trainees, diligent as students, poring over Akshara’s Training Manual, experimenting with the kit, and listening. Profuse note-taking filled square-lined notebooks, the grid and calculus coming up with speedy precision. GKA’s methodology received extensive treatment. They wrote explanations, underlined crucial points, worked through sums.



By Day 2, they had a deeper sense of the value chain they could create when GKA reached 4600 classrooms and 1,98,000 children.

The training content contained the GKA sweep, with the Trainer explaining the methodology in detail. The CRA Cycle – C for concrete, or the teaching-learning materials (TLMs); R for representational, or procedural clarity; A for abstract, or the ultimate conclusions of Mathematics. The 5E Model of Learning – Engage, Explore, Explain, Elaborate, Evaluate. Group Learning Strategies, and concepts in the class 1-5 Mathematics syllabus.

“Take children in stages,” the Trainer said. “The first two stages are transit places. You can’t have C, R and A going in different directions. So how will you build your bridge? You develop a relationship with the three stages.”

“I teach in a hinterland school. Children don’t understand how many 10s there are in 100,” a teacher despaired. “Teach with colours, take the abacus, take the number line, the base 10 blocks,” said the Trainer. “Linger over the representational stage, that’s where understanding comes. Reinforce.”



The mood had lightened in the first two or three hours of the training. The unfamiliarity with GKA and its TLMs, the unknowing, had dissolved. Participants erupted in the delight of figuring something out or probed further and questioned, groups of them talking together. The Trainer encouraged it. “The energy of excitement is a positive vibe. If children exult in your Mathematics class, it is a eureka moment. It means they have discovered something.”

The days went by in camaraderie, unlearning and learning, and a spirit of inquiry.

In their feedback forms, teachers marked a vigorous Yes for parameters like: usefulness and effectiveness of the GKA TLM kit; group learning; and training content and design.



They felt they were privileged to be a select group that had mastered GKA’s teaching concepts and understood the importance of the andolan, or movement, they could unleash, and were ready to hit the ground as soon as they reached Odisha.

– Lakshmi Mohan