Prajayatna is a development initiative working to improve the quality of education in public schools. From a systems perspective, this initiative attempts to address quality in Education through facilitating capabilities based learning paradigm in Government schools with the active involvement of the local communities, teachers, local elected representatives Panchayati Raj structures, and the Education Bureaucracy ensuring both-better management of the schools and better delivery of quality education from these schools.

Prajayatna has been working for more than 15 years in bringing about a systemic change in the functioning of the education system and thereby ensure quality education to all children. The work has involved working intensively with communities. In this context, they have worked towards building the institutional capabilities of the structures such as the School Management Committees, Anganwadi level Monitoring Committees, etc. The work has entailed them to work closely with the Department of Education and the Panchayat Raj institutions, Department of Women and Child Development of Karnataka, Telangana, Uttar Pradesh and Rajasthan. This has been the objective of institutionalizing community ownership of the education development process.

In partnership with the Department of Education and the Department of Panchayat Raj and Rural Development, Prajayatna has worked on several training programs and institutional development initiatives and has been a part of several committees that have provided strategic inputs for education development at the State level at Karnataka, Telangana, Uttar Pradesh, and Rajasthan.

Prajayatna has worked in 22 Districts of Karnataka, 1 District in Telangana, 5 Districts in Rajasthan, and 11 Districts in Uttar Pradesh with more than 10000 public (government) schools and 4000 Gram Panchayats where the focus has been on decentralizing the governance of education through working with the Committees at the school level and the Panchayats at the village, block, and the district levels.

• Create a structure for communities to participate
• Finding a means of engagement
• Institutionalise these structures and in the process, build their capabilities to engage with issues of learning.
• Accompany these structures towards institutional maturity where they are able to plan, implement and review independently.
• Develop a capability-based approach to learning (from pre-primary onward

Prajayatna continues its ‘movement’ with the support of a large well-wisher base, committed volunteers, individuals, and organisations who believe in what they do. Even during the last year, when the COVID pandemic forced the shut down of community centers and schools for their children, they persevered and created a remote-learning prpgram to help children continue their learning from homes. They conceptualized, created the curriculum and delivered it across all our sites at-scale. This is the reason that a lot of our funders from previous years, and new ones came onboard to support them in trying times to help them continue their mission - to educate, to create a self-aware better tomorrow.

Till date, their project Kalikayatna has reached out to 171 schools, 428 teachers and 12905 children in total. Early Child Care and Education approach of Prajayatna is currently in implementation in Dharwad district covering two circles, 59 anganwadis, 1674 children and 59 teachers and in Bangalore Urban district covering two circles 52 anganwadis, 1250 children and 52 teachers. Around, 1305 Anganwadi centres and 16800 children have been reached through the Early Childhood Care and Education programme. Prajayatna has till date, worked in 304 blocks across 6 State of India reaching out to 4639 Gram Panchayats covering 25250 schools and 12 lakhs of children through various direct and indirect interventions to improve the governance of these schools.