Karnataka to Introduce NCERT Textbooks for Class 1 Students

Speedy Summary:

• Proposal to Introduce NCERT Textbooks Across State Board Schools:

– the State government plans to prescribe NCERT textbooks from Class 1 in all state board schools.
– Currently, NCERT textbooks are used only in high schools within the state education system.

• End of Nali-Kali Program:

– the government intends to scrap the Nali-Kali teaching programme, where students from Classes 1-3 are taught together by a single teacher.
– These students will be divided into separate classes with different teachers and taught using NCERT curriculum once implemented.

• Advocacy by Teachers’ Association:

– Government Primary School Teachers’ Association criticized the Nali-Kali programme, citing declining quality of education and student numbers in government schools.
– They urged adoption of NCERT textbooks for primary classes to improve learning outcomes and competency levels.

• Government’s Response:

– In-principle approval has been given during a meeting chaired by Chief Secretary Shalini Rajneesh involving educational officials and teacher representatives. A final decision is awaited.

• Benefits of NCERT Curriculum:

– It is indeed widely followed for competitive exams across India due to its updated content. Adoption is expected to align students with broader academic benchmarks.

Indian Opinion Analysis:

The government’s proposal marks a significant shift toward standardizing education across Karnataka’s state board institutions. Moving from local programs like Nali-Kali-focused on multi-class group learning-to an updated national curriculum might help bridge gaps between rural and urban educational outcomes. Advocates highlight that introducing NCERT textbooks early could improve long-term academic performance by aligning students with widely recognized frameworks used for competitive exams, including civil services.

Though, transitioning away from established pedagogical models such as Nali-Kali poses operational challenges.Effective implementation will require investments in infrastructure (e.g., class divisions), additional teachers, training programs for educators unfamiliar with national-level curriculums, and addressing disparities between public vs private institutions under this initiative.

Though promising in principle based on feedback about diminished effectiveness under the current model, any abrupt policy shifts without phased transition risk exacerbating existing systemic issues rather than resolving them efficiently-even if motivated by improving “quality.” Careful consideration must balance localized needs versus centralized standards before conclusive rollout decisions occur statewide.Read more: Published July 10, 2025