Management Development Program for the officers of the Department of Public

Instruction in Karnataka

Introduction......................................................................................................................... 2
Background ......................................................................................................................... 2
Research issue and hypothesis ............................................................................................ 2
Research objectives, scope and methodology..................................................................... 3
Management Development Program methodology ............................................................ 6
Goals of the Management Development Program.......................................................... 6
Selection of institutions to design and implement MDP ................................................ 7
Selection of trainees........................................................................................................ 7
Content............................................................................................................................ 8
Issues in content.......................................................................................................... 9
Organisation / HRM .....................................................Error! Bookmark not defined.
Finance / Costing/Management.................................Error! Bookmark not defined.
Marketing ......................................................................Error! Bookmark not defined.
Community Management ...........................................Error! Bookmark not defined.
Strategy and Policy......................................................Error! Bookmark not defined.
Issues in transaction .................................................................................................. 12
Overall learning ................................................................................................................ 12
Conclusions....................................................................................................................... 13
References..........................................................................Error! Bookmark not defined.
Introduction
Modern school systems tend to be large. Whether managed or regulated by the
Government, the number and variety of schools tends to be huge. Given the imperative of
a public schooling system as an instrument towards building democratic society and
fulfilling other social aspirations and goals, the administration or management of
schools towards these objectives becomes a critical issue.

While management as a subject has largely originated from the industrial revolution and
has grown in practice and theory more in the business world, attempts to seek its
application in Government has not kept even pace. The education department as a part of
the Government system itself offers some fascinating possibilities for adaptation of
management principles and tools to governance. For e.g. academic rigor, need for
reflection, reading and writing would be paramount needs rather than mere continuous
action to fulfill mandated tasks. The Education department in this sense can be viewed
as a learning organization, managing or leading; the process of learning in a formal
school system and Education administrators could need to consider themselves as role
models for the spirit of continuous learning for creating such learning organizations.

Background
The Policy Planning Unit was setup in 2003 as a collaboration of Government of
Karnataka and Azim Premji Foundation. In 2004, the unit got a grant of USD 485,000
(around Rs 2.2 crores) towards strengthening the Public Expenditure Management in the
Education Department in Government of Karnataka. The PPU interpreted this mandate
to include Management Development Program of the department officers and designed
and implemented a program over a period of nearly two years.

The objectives of the Management Development Program were:

To create awareness of perspectives on relationships with communities (stakeholder
management and people management), needs of user communities (education
quality),
To build basic skills in facilitating interactions, holding discussions, prioritizing
amongst multiple conflicting goals
To internalize learning through reflection and practice
To build a body of knowledge that could be useful to posterity
To enable participants to look at the education sector from a managerial perspective

Research issue and hypothesis

The Management Development Project is based on following principles:
1. While Management training is in the nature of an event, Management development is a
process. It takes time to develop effective managers. The process involves several cycles of
training, exposure (and reflection on that exposure) as well as coaching1. Therefore, in
addition to training, an effective management development process must design exposure to
relevant field experiences along with opportunities to reflect on those experiences, as well as

1
Framework of training-practice-coaching See Kirpatrik
 opportunities for experts to comment on the learning from those experiences. Hence, the
process may well be spread over a reasonable period of time, say across 3 to 4 years.
2. Clashes are inevitable between sound management principles internalized during training
sessions AND the current realities on the ground. These often manifest as the principles
being seen to be good in theory but difficult to implement. The management development
program therefore needs to provide opportunities for participants reaffirm their faith in these
principles, exchange ideas on how to meet the challenges of changing the current realities
and how to maintain the momentum created by engaging with them 2 or 3 times a year. In
addition, the learning from the field would also lead to the modification and enrichment of
the principles themselves and the manner in which they could be put to practice.
3. The enormous scale, as well as demonstrating the applicability of sound management
principles to the departmental context is best addressed by building internal capacity for
management development.
4. The Management Development Project must deliver the following critical paradigm shifts
(these are specific to the context of our current learning Karnataka education system):
a. From focus on inspection and supervision of schools/ teachers to focus on facilitation of
quality learning
b. From focus on results alone (and blaming people for failures) to focus on results through
continuous improvement of processes and through people empowerment
c. From being excessively hierarchy driven to being driven by local and participatory
initiatives instilling the spirit of democracy in the working of the system, without which,
enabling children to imbibe democratic values in the classroom would be very unlikely
d. From seeing things from a departmental perspective alone to seeing things from a multi-
stakeholder perspective, seeing department staff as trustees for other stakeholders,
particularly the marginalized groups. Recognizing the need to continuously negotiate
across different stakeholders on basis of sound accepted principles.
e. From being reactive to being proactive by systematically applying thought on experiences
to find new solutions
f. Develop and use abilities / propensities for continuous reflection, reading and self-
learning from continuous crisis management
g. Moving from complying with orders to being able to identify proactively support,
including resource support from the Government and other stakeholders and working
towards fulfilling Government responsibility for public education.

Research objectives, scope and methodology

The objectives of the study are:
Understanding the context, need, objectives, scope, methodology, issues, constraints
and outcomes of the Management Development Program
Identify the learning from the design and implementation of the Management
Development Program and how this can be used for institutionalization of the
management development process.

The study covers the Management Development Program that was designed and
implemented by the Policy Planning Unit through the following institutions:
1. College of Leadership and Human Resource Development
2. Indian Institute of Science - Department of Management Studies
3. Canara Bank School of Management Studies in Bangalore University

The department officials needed to be covered overall is indicated in table below:

 Level Designations Nature Approximate Trained
# managers

Level 1 Directors, Joint Directors and Deputy Strategic 113 90

Directors
Level 2 Block Education Officers, Education Tactical 630
Officers
Level 3 Assistant Directors, Assistant Project Operational 5,000 120
Coordinators, Subject Inspectors, Block
Resource Coordinators, Block Resource
Persons, Education Coordinators, Cluster
Resource Persons
Level 4 High school head masters Operational 2,900
Total 8,643

Working within the available funds, the 1st Phase of MDP focused on 2 types of programs:
1. Strategic
2. Operational (focusing on creating Management Development Facilitators who would address
operations levels)

Though the Tactical level was understood to be critical, the funding available under the IDF grant
was sufficient only for the above program. Also the thinking was to get learning from this program
to improve and design a more robust program to cover other officials.

Strategic level program:

The strategic programs were handled by 2 institutions:
1. CLHRD: where 120 officers, mostly from levels 1 and 2 attended a 10 day program largely
focusing on personal effectiveness
2. IISc: where 90 officers (mostly from those who had attended CLHRD) attended a 11 day
program. The trainees then picked up a project in which they would attempt to use the
learning from the workshop. They typically had 2 3 months to complete the project (in
addition to their normal duties), which was then reviewed in the project review workshop
3. The focus of the IISc program was:
a. Quality centered around education quality model, quality management and NCF 2005
b. Project management centred around Logical Framework Analysis (LFA)
c. Policy and strategy with objective of identifying policy imperatives and understanding the
possibility of multiple responses to a given issue
d. Finance centered around budgeting and expenditure management
e. HR Management creating an organization more aligned towards set goals

Operational level program:

The operational level programs focused on quality assuring the establishment of operational level
management development programs by:
1. Assisting in the identification of suitable candidates to become Management Development
Facilitators (MDFs).
2. Designing and conducting Management Development Programs for MDFs so as to ensure that
they have the competencies required:
a. In the management areas in which they will provide skills and competencies
b. In designing modules
c. In conducting operational level training
3. Working with MDFs, to design modules for operational level programs so that operational level
personnel can acquire the identified competencies
4. Certifying the competence of the master resource persons to carry out operational level
programs

This program was handled by 2 institutions:

1. CLHRD: where 160 officers, mostly from level 3 attended a 10 day program largely focusing on
personal effectiveness
2. CB SMS: where 120 officers, (from those who had attended CLHRD) attended a 135 day
program, consisting of 36 days of contact and the rest project work.
3. The focus of the CB SMS program was to develop MDFs who would develop others at level 3
and 4 so that they could working within their circle of influence, improve the quality of
education in Government schools in Karnataka.

Small set
Due to funding constraints, as well as constraints in capacity to manage such large scale training,
the 1st phase of MDP took a small set of officials for the program. Considering that all people who
are expected to produce results through other people are managers, the scale of the
Management Development challenge becomes clear. Since all these managers need to be
effective, it stands to reason that all of them need to go through the Management Development
Process. Against this scale, while some sporadic management training has taken place, it is
important to note that currently no systematic process exists to develop managerial abilities in
the department.
Training focus at the three levels
Strategic level: Management insights
The strategic level consists of Directors, Joint Directors and DDPIs
1. The focus at the strategic level will be largely on managerial insights for better decision
making.
2. At this level action plans should emerge for the institutionalisation of good management
practices.

Tactical level: General Management skills

The tactical level consists of BEOs and other Education Officers
1. Given that transferability between BEOs and other Education Officers, the training program
should be identical for all at this level
2. Given the devolution of powers to the block level, officers at this level should have a wide
range of general management skills and perspectives in areas such as human resource
management, planning and organising and other functional areas.
3. The focus at the tactical level will be on developing the skills to carry out the job, as well as
managerial insights for better decision making.

Operations level: Role specific competencies

1. The operations level has 8 different designations:
Assistant Director for Public Instruction
Assistant Project Coordinators
Subject Inspectors
Block Resource Coordinators
Block Resource Persons
Education Coordinators
Cluster Resource Persons
High school head teachers
2. Of these barring ADPIs and APCs all the others are in large numbers. It therefore makes
sense to analyse each role to understand the key competencies required to perform that role
and to provide training for role specific competencies.
3. The focus at the operations level will be on developing the skills to carry out the job.

The study derives from the participating in the design and execution of the Management
Development Programs (CLHRD, IISc and CBSMS). Interactions with faculty,
participants in each of the programs as well as with other stakeholders provided their
feedback on the program.

Management Development Program methodology

We now discuss the Management Development Program itself, with respect to its
objectives, methodology, content, transaction and learning. Finally, we discuss the
overall learning and conclusions from the program.

Goals of the Management Development Program

The Management Development Program had set for itself the following objectives:
 To expose the participants of the training program drawn from the education
department to strategic management concepts in the context of public organizations
To demonstrate and use frameworks that can be used by participants in their
respective roles in education management at the unit and functional levels
To enable participants to look at the education sector from a managerial perspective
To use the participants to identify potential training needs

Selection of institutions to design and implement MDP

While there are innumerable institutions offering management education, it was critical to locate
the ones that would be more appropriate to the requirement. The parameters that the team
considered were an understanding or at least appreciation of education system, local language
skills and local culture and context understanding.

One thought was that it may be prudent to involve management departments of some of the
better universities in Karnataka. They have the knowledge of management and to some extent of
local culture and context, (though not the education or Government context) and the ability and
willingness to customise management education it to the target group for training, with support
from PPU.

The high-end institutions did not appear to have the interest and time for programs for
Government personnel (such as IIM-B, which was clear that it would not bid for any program,
but could consider offering a program on its terms). The selection therefore narrowed down to
local institutions which were less high profile and had keen desire and commitment to work with
Government system on a sustained basis. The faculty profile and bandwidth as well as the
number of years of the institutions existence was also a factor for consideration. There was also
a desire to create a network of individuals and institutions given the magnitude of training effort
that is being envisaged. At the same time, the idea was to have a small initial list of institutions
to reduce diversity in transacting the program.

Based on these parameters, the institutions identified were

CBSMS- Canara Bank School of Management Studies
CLHRD- College for leadership and human resource development
I.I.SC-Indian Institute of science

Selection of trainees
There was a debate on whether the trainees should be nominated by the department as is
the normal process, or should it be on voluntary mode. For the strategic level, officers
were nominated without ascertaining their willingness. Quite a few felt that this was
autocratic and that their involvement in identifying trainees, training content etc would
have made program more effective. For the operations level, the voluntary mode was
pioneered, though there was considerable doubt that this would succeed. Officers will not
volunteer for training, they are too busy or disinterested was a perception. However the
move was quite successful (see box).

Voluntary offer and selection process of trainees for the Operational level
A teleconference was held from DSERT to all the DIETs where the program was
explained, discussions held and nominations invited from principals. The Principals
nominated volunteers and a list of XXX volunteers was given to the project team. A
selection process, comprising of a written test, an interview was held to select 160 out of
the XXX applicants. These 160 attended the CLHRD program and did a project after that.
Based on a ranking process at CLHRD, 120 of these trainees were invited to attend the
CBSMS program.

There was very high level of enthusiasm amongst the trainees and certainly part of this is
owing to their own desire to participate in this program. Most of these trainees expressed
that they were interested in attending the training program and they did not attend it by
force. Some of the factors that encouraged them to attend the training were listening
about the DPEP experiences, knowledge of the training centre and its credibility, personal
interest in learning about managerial skills. To quote one of the participants, there was
no resistance as I wanted to go. Nobody compelled me.

However, it was observed that there were also people who were nominated to fill quotas
even if they were not interested in the training.

Age
There was a considered view that officers close to retirement may not be ideal to
participate in the program and hence it was decided that the following officers would not
go through management development:
1. All officers in the strategic level who are not retiring in the next 2 years
2. All officers in the operational level who are not retiring in the next 3 years

Content
The challenge of marrying Education and Management was recognized. The views
expressed ranged from the pessimistic management cannot be relevant to education,
since the former is for for-profit businesses while education is a non-profit activity to
the facile Education Management is the application of Management principles to
education.

The marriage of context (education) and concept (Management) was attempted through
discussions and brainstorming sessions with different groups of people, in management,
in education, in Government systems and amongst trainers. The content of the program
was iterated amongst these discussions, focusing on the range between what is
required/what are the issues that management education would address, to what are the
possibilities of applying Management principles to Government.

The critical areas were identified for offerings of the program. For the strategic level
included leadership, quality tools and techniques, stakeholder management which were
felt to be critical for the senior management. The wider range of topics was felt necessary
to give a broader view of the management aspects, required for people at a senior level
who have a higher synthetical or holistic role to play. At the operational level, which
focuses greater on specific work areas, the content identified was quality tools and
stakeholder management.

Language of transaction
Given that the language of transaction of official business in the state is Kannada and
most officers are more comfortable in Kannada and less in English, making available the
content of the program in Kannada was important. However, most of the management
literature is in English and very little in Kannada. There is a great need for local
experiences and perspectives to be made available in local language which would be the
most ideal to use for the program however this is a long term process. Hence while
attempt was made to make available content to the extent possible in Kannada by making
new material (for e.g. presentations) in kannada and also translating some material /
handouts in kannada, in many cases, existing literature in English was shared with the
trainees. It is a moot question, though, whether the handouts would have been read even
better if they were in kannada.

The CLHRD program focused on behavioral aspects relating to personal and group
effectiveness (Leadership). Topics covered include reflection, decision making, conflict
resolution, conducting meetings, influencing others, making precise and correct speeches,
identifying strengths and limitations in self and others etc. There was focus on using and
building on personal resources such as values, traits, emotional intelligence, skills,
context etc. The course material was of very high quality and fully bilingual. The
methodology adopted was participatory conceptualization which kept all participants
fully involved.

The IISC program was technical and covered quality, strategy, policy, finance,
performance management and project management. The coverage was largely through
lecture mode. The course material was of a high quality. Projects were identified by 12
teams amongst participants to implement the learning from the programs.

Issues in content
Imperative of contextual cases
While most management practitioners believe that management concepts are applicable to
education, many educationists dont necessarily see it that way. One of them also said that the
course material was more industrial based and lacked connections with the needs of the
education department.

Not all concepts were understood because the trainer was not involved in this kind of
training. Though we had field experience, those field experiences were not plugged into
their presentations because of that it was not linked to directly to educational
management. It was speaking to company people who did not relevance of education
dept but after 2 to 3 days when we reacted and they started changing. Then they came to
know about the needs of trainees and then we have changed our mode of transaction then
they plug with education.
Transaction
Brief to the expert institutions:
1. Create a multi disciplinary team that will be involved throughout the tenure of this project.
2. Ensure that the team understands the context within which the Management Development
program is to be conducted, by understanding the KSQE program and the recommendations
of the PWC study.
3. Carry out a Development Needs Analysis (and identify problems that could be used as
projects) by meeting a minimum of:
a. 2 Directors/Joint Directors
b. 5 DDPIs
c. 10 BEO
d. 10 BRCs and BRPs
e. 10 CRCs
f. 10 Head Teachers
4. Design the strategic and/or tactical training and development program to the satisfaction of
the department
5. Conduct the strategic and/or tactical training and development program and refine based on
1st batch and review committee feedback.
6. If selected only for some levels, participate at critical junctures in levels not selected for so as
to provide continuity.
7. Along with the department identify criteria for selection of potential trainers and developers
for conducting the operational level training.
8. Vet the selected candidates for suitability.
9. Develop the selected candidates into suitable trainers and developers.
10. Using the selected candidates, design the operational training and development program and
help in developing the modules to the satisfaction of the department.
11. At the end of the 16 week program, help select the top 40 from the selected candidates.

Kirkpatricks work on developing people shows that combinations of training, coaching and
exposure in a rough combination of 10:20:70 develop people best. This should be of no surprise
because that is what happens when you train to be a pilot or a dentist or an architect or a
cricketer or an IRMA graduate. That is why in a good dental college a dentist drills on over 200
dead teeth before being allowed to drill 200 live teeth of volunteers before being allowed to pass
operative dentistry, only one of the subjects required to graduate! And that is why a pilot logs
hundreds of flight hours before getting a licence.

1. A viable surrogate to overcome the difficulties of institutionalising coaching can be to use a

sequence of Training Program Project Project Review Workshops. In such a sequence,
during the training program projects are identified that will provide exposure and are planned
for with guidance from the trainer. The project exposure provides opportunities to apply
knowledge or skills and know what works and does not work.

It is very important that projects should be selected that are supportive and not intrusive.
Thus projects should be something that the participant is expected to do anyway as part of
his or her role, but has difficulty with. For example, when studying Communication and
Influence, a particular area of difficulty may be, say, Dealing with Panchayat Raj
Institutions. During the training program, a plan may be drawn up on How to communicate
effectively with PRIs. This way the project will not add additional time to a busy work
schedule, instead it will make it easier to do a job that was supposed to be done anyway!
2. The Project Review Workshops provide an opportunity for reflection on why things may or
may not have worked and by providing valuable higher level insights act as powerful
coaching sessions. Continuing the earlier example, participants would review the
 effectiveness of their communications with PRIs, how well they were able to put to use their
plan. What succeeded and failed, and why. What they could consider doing differently the
next time, etc. Since these workshops are done in groups, they provide extremely rich
opportunities for participants to learn from each other and each others successes and failures
and to plan what to do differently next time.
3. In addition to being used for Project reviews, the Project Review Workshop would also be
used for review of field experiences since the training took place.
4. The learning can become extremely powerful when the sequence is cyclic (e.g. a sequence of
Training Program Project Project Review Workshops Project Project Review
Workshops Project Project Review Workshops). In such cyclic sequences, management
development of participants is exponential, i.e. the level of growth between the 2nd and 3rd
review is much higher than the growth between the 1st and 2nd cycles, which in turn is much
higher than the growth between the training programs and the 1st review cycle.

The program served as occasions for non-hierarchical / peer to peer interactions amongst
officers. Juniors debated with seniors, kept their opinion and expressed freely. Such free
and frank sharing in a easy and friendly atmosphere did not put any strain in their
interactions. The collective wisdom with the department was thus made available to all
participants.

The enthusiasm levels amongst officers was commendable. Trainees worked on Sundays,
second saturdays and holidays (including republic day), since both programs were 10 and
11 days at a stretch without any break.

Trainees also freely gave feedback for improvement of the program, specially the second
one. The suggestion is to make the program more activity based (less lecture mode).
While it was suggested that people close to retirement should not be selected, it was felt
that the department seniors (Director level) should also participate in the training for
better vertical integration. A need was felt to focus on leadership and performance
management

All the trainees interviewed were satisfied with the training methodology. They believed
that the training methodology was appropriate as it was participatory, involved a lot of
group work, was more practical than theoretical and was mostly activity oriented. A few
trainees also went on to add that by attending the training, they learned how trainings
could be organized effectively. Most expressed that since they did not know much about
the training program, they thus did not have many expectations from the training.

The trainees worked on projects such as Performance appraisal of the ministerial staff in
the CPI and the MMS office, KSQAO (Karnataka state quality assessment organization),
Content enrichment for Ded, Use of TLM in primary schools, free distribution of cycles,
Role of high schools in bringing about quality in higher primary schools.

Operations level trainees did a project post the CLHRD program

Issues in transaction
Imperative of the local language

A. Language of communication and reference materials:

The language of comfort for most management experts is English. Most reference material too
is in English.

As it is, traditional learning approaches are very taxing. To learn something new in a language
one is not very comfortable increases the burden substantially and can turn off many
education managers. Cutting them off from reference material further aggravates the
situation. For activity based and co-operative learning approaches to work they too have to be
in the local language. (most of us tend to read in one language and can find it impossibly
difficult to read in another language, even if we know the script. For e.g. even if officers in
Karnataka education department know English, they would not prefer to read documents or
texts in that language). Hence making texts available in the local language for reading and
writing comments etc on, is indispensable to making training meaningful.

The same also applies to transacting in the training program. Even if participants can
understand and speak in English, they would find much higher comfort in local language and
would participate much more vocally.

The criticality of language with respect to both content and transaction cannot be over
emphasized.

Challenges of addressing different kinds of management education (strategic, tactical and

operational) across different levels in the organization hierarchy. Officers who head
district teams in one sense represent middle management and hence have tactical role, on
the other hand, being overall leaders of the district also have a role to play in the
visioning of the districts education goals. While the strategic role has largely tended to
get ignored, this very relegation makes the role of strategic training important for district
leaders

Appreciation of the complexity of the task and challenges being faced by department
officers by course faculty was an important reinforcement for the trainees. And in
building a relationship of mutual respect

Overall learning

Preparedness of trainees - prior basic understanding of goal, scope and approach, so

that they can be better prepared to participate, than it coming as a black box. Some
prior reading can be shared
How to get participants to read, reflect and share on that basis. Move away from pure
gut level experiences. Use relevant material - only education sector case studies.
Participants voiced their apprehensions about the field realities and questioned the
approach of ignoring issues and problems
Some of the trainees also felt that after attending the training program, through team
building and group work exercises, they were much more comfortable working in
 groups. One of the trainee participant mentioned that she was a loner earlier, but after
attending the training she could get along with her colleagues and others in the group.
She felt she was comfortable working on a team task in a group.
Deep desire for spaces for reflection and collegial sharing. Even where content was
not relevant and transaction felt to be not apt, trainees were happy to participate in the
program
There is a strong dormant desire in department officers to acquaint themselves and
learn management concepts. They clearly see its importance and value in their daily
work. There is a gap between the Management expertise and Education ground
realities.
Given lack of any exposure to training in area of personal effectiveness through
methodology encouraging reflection, the CLHRD program was extremely popular.
The course forced participants to think through variety of topics and issues, discuss
them with colleagues in a forum that was non-threatening nor with any compulsion to
win. This process was quite liberating for many
Democratic nature of discussions - hierarchy was irrelevant, faculty was emphatic on
respecting each individual (for e.g. when one participant had a session of
incoherence, faculty was firm but soft in dealing with the issue)
They also felt that because of the small size of trainees per trainer, they received
individual attention. A few also expressed that due to such an appropriate ratio, their
doubts, questions, concerns were all addressed by the trainers. Trainees also
expressed that due to the small size of the trainee group, they were able to
communicate to the trainer their doubts, questions, clarifications and even give
feedback about the sessions.
Project as a methodology of assessing impact of the program/learning - most trainees
felt that the exercise of doing the project itself was useful, as it provided them with
practical experience and they thought it was a good opportunity. But the need for
much higher support monetary and time - to do a better job of the project was
underlined.
Peer learning - yet another interesting dimension in terms of learning outcomes was
the trainees view that they learned a lot from the participants of the training itself.
This could be so as the group of the trainees was a diverse group of people, coming
from different backgrounds and a lot of field experience.
Program needs to cover all - where officers go back and feel their environment is not
supportive, they reported that it would be more difficult for them to sustain their
enthusiasm to practice learning.
Essential to building a shared vision amongst all officials. And to be able to see the
same larger picture and its relationship to the specific responsibilities of the official

Conclusions

Need to complement people development with work on policy and systemic issues
was repeatedly stressed. Policy to support autonomy for the trainees, insulate system
from overt manipulation, risk recognition frameworks (some kind of positive and
negative stroking to communicate appreciation and censure for work done). Systemic
issues include adequate infrastructure and other support, sufficient number of teachers
to avoid non-purposive multi-grade situations. Policies relating to transfer
(counseling), promotion, induction to be implemented (with revision where required)
Abbreviations
APF Azim Premji Foundation
B.Ed. Bachelor of Education
BEO Block education officer
BRC Block resource centre
BRP Block resource person
CBSMS Canara Bank School of Management Studies
CLHRD College for leadership and human resource development
CPI Commissioner for public instruction
D ED Diploma of education
DDPI Deputy director for public instruction
DIET District institute of education and training
DPEP District primary education program
DPI Director of public instruction
FGDS Focus group discussion
HRM Human resource management
I.I.SC Indian Institute of science
IAS Indian Administrative Services
IIM-B Indian Institute of Management, Bangalore
ISD Institute for social development
J.D.P.I Joint director of public instruction
KSQAO Karnataka state quality assessment organization
KSQE Karnataka schools towards quality education
MDP Management development program
MMS Midday meal scheme
NCF National Curriculum Framework
PPT Power point presentation
PPU Policy planning unit
PRIs Panchayati raj institutions
PWC Price water house coopers
TISS Tata institute of social sciences
TLM Teaching learning material