Pra-Shiksha: Creating Alternative Learning Spaces for Children in Tumakuru, Karnataka

Tumakuru is a city with a strong presence of formal educational institutions. However, there is a noticeable lack of experiential learning spaces that support creativity, emotional development, and practical life skills.

Children from marginalized communities are disproportionately affected. They often lack access to such opportunities both inside school (due to rigid curricula) and outside school (due to unaffordable or inaccessible alternatives). While cities like Bengaluru have some alternative education models, those remain out of reach for most families in Tumakuru.

Problem Statement

A critical challenge in the current education system is the insufficient focus on experiential learning and life skills. Formal school environments typically leave little room for children to develop:

• Creativity

• Emotional intelligence

• Practical problem-solving abilities

This gap is especially harmful for children from underserved backgrounds. It limits their ability to adapt, communicate, and thrive in real-world situations. Without holistic development, learners complete their schooling underprepared for life beyond academics.

The Intervention: Pra-Shiksha

To address this gap, a non-profit social enterprise — Pra-Shiksha — was launched. The organization's goal is to create alternative, life-oriented learning spaces that complement formal education rather than replace it.

Divyashree leads this initiative. The approach is grounded in using locally available resources, collaborating with existing institutions, and focusing on measurable outcomes.

Key Activities

Pra-Shiksha's work includes the following activities:

• Experiential sessions in schools covering teamwork, hygiene, emotional awareness, and values

• Community-based learning circles held in local spaces

• Storytelling sessions to build communication and listening skills

• Parent-child engagement activities to extend learning into homes

• Art-based workshops designed to encourage expression and creativity

• Volunteer and educator-led facilitation using local spaces such as community halls and anganwadis

• Collaboration with teachers to co-design and deliver interactive modules

Outcomes

The following outcomes have been observed and reported:

• Children demonstrated increased confidence, expressiveness, and emotional awareness

• Teachers and parents reported improved communication skills in children

• A visible increase in children's interest in learning

• One project reached over 120 children from marginalized communities

• Launch of the Facilitating for Facilitators (FOF) co-learning program to train educators and expand long-term impact

Divyashree's Approach

The effectiveness of Pra-Shiksha lies largely in how the work is done. Divyashree's approach includes:

• Using existing local infrastructure such as community halls and anganwadis instead of waiting for dedicated spaces

• Integrating with schools rather than operating in isolation

• Treating teachers as collaborators in designing and delivering modules

• Building facilitator capacity through the FOF program to ensure sustainability

• Focusing on measurable behavioral outcomes such as communication, confidence, and emotional awareness

Next Steps

Pra-Shiksha has defined the following next steps:

• Implement a year-long curriculum covering life skills, emotional learning, values, hygiene, and arts

• Form partnerships with schools and colleges to integrate these modules into existing systems

• Continue training teachers and facilitators through the FOF program to scale impact

Pra-Shiksha demonstrates that alternative learning spaces do not require expensive infrastructure or urban locations. With a clear problem focus, locally grounded activities, and a deliberate approach to capacity building, meaningful impact is achievable. The organization has reached over 120 children in one project alone and is now building a replicable model through facilitator training and curriculum development.