Education is revolution as well as liberation. Revolution from the mental slavery and liberation from irrational faith and believes. It is not to keep the society stable but to change it for a better living. Every child is a flicker and has every possibility to be black suited if not if not farmed proper by Education must be a musical fan to flame every individuals mind and thought our teacher society and curriculum must be always far a head of the present society so that they can lead our flaming ends to story and enchanting flower garden with multiple fragrance, taste and caliber.
            Education should never be restrained to the four walls of the class room. It has got a vast scope and it fly in the firm a manual with out any walls or boundary.
            As Khaleel Jibran said “Every child has his/her own thought.” Education must have proper steering and gear to channalise our child’s thought healthy and constructive path so that the society they belongs to would be strong and progressive. The intelligence must be kneaded in love and human values so that professionals and technicians would be always thinking of environment and down trodden above of their financial benefit. Whiles planning formal educational process in Kasaragod District, afore said approach may be kept his mind. Multilingual, multicultural and heritages rustic populations especially in the Northern part of the district must be educated very co counting for their thoughts and minds are still under the bondage of irrational and unhealthy believes. 
            Nearby 26 years old Kasaragod District is still is its backwardness in education especially in review and northern and north earlier part of the District. Rustic population in the district is rich in their heritage custom and folklore, but their approach towards formal education have to the still changed. Theyyam, Yakshagana, Poorakali, Kolkali etc are some of the important folklore items of the common people. Among them Yakshagana is the famous art from of south canara and has deep rooted emotional attachment with Thulu population even though we can compare it with Kathakali in south Kerala.

Brief Historical Background
            Kasaragod is said to be generated from Kannada word ‘Kasarakadu’ means, the forest area of Nuxvomica (kanjiram). Kasaragod district was formulated on 24th May 1984 as the 14th District in modern Kerala. The complexities and diversification in culture, multiplicity in languages and their communicative dialects, conglomeration of castes and creed and their way of life are amazing and have much scope research. Kasaragod  has a rich heritage of an ancient kingdom, which can be noticed some celebrate ruins of old forts such as Bekal fort, Chandragiri fort, Povval fort etc. It is depicted that Kasaragod was a part of the Kumbla kingdom which had 64 ‘Thulu’ and Malayalam villages as their domain. Meanwhile the famous Vijayanagar kingdom attached Kasaragod and the Kolathiri king ruled it for them making Nileshwar as its Head quarters in the decline of Vijayanagar Empire, the administration of the area was veted with Ikkeri Naikans and ultimately they became the Rulers in 16th century. In 1645 Shivappa Naik took of the reign and changed the capital to Bednoor. Chandragiri and Bekal forts are considered as part of a chain ports constructed by Shivappa Naik for the defence of the Kingdom.
            Kasaragod was a very good trade centre with Arab travelers since 9th century. When they were sailing towards Malabar for spices, clothes, forest commodities and other attractive items. The family doctor of Lord Wellestley, Dr. Francis Buccanan in his travelogue had given reference about political and other communal setup of places like Kavvai, Nileshwar, Bekal, Chandragiri and Manjeshwar.
            As history tells in 1763 Hyder Ali of Mysore attached Bednoor as a part of his kingdom extension. His son Tippu, having lost to British surrender Malabar except Tulu Nadu (Canara) to the British. Later Kasaragod was part of Bekal Taluk in south Canara District of Bombay presidency and the rest of Malabar was included in Madras Presidency. Kasaragod Taluk came into existence on 10th of April 1882. Though there was a resolution in 1913 on the floor of Madras Governor’s council demanding the merger of Kasaragod Taluk in Malabar District but was not activated for a stiff opposition of the members of Karnataka.
            The freedom movement as well as a heavy migration of people from Travancore, Cochin area to the Hilly Eastern part of Nileshwar and Kanhagad accelerated the thought of a unified Kerala which was again flamed by the communist movements in Nileshwar and other south eastern part of Kasaragod. For the reorganization of states in November 1, 1956, Kasaragod became part of Kerala state, but still the Kasaragod Taluk kept its social and linguistic link with Thulu and Kannada culture.
            Now Kasaragod District comprises 4 CD Blocks (Manjeshwer, Kasaragod, Kanhangad and Nileshwar) Two talukes (Kasaragod and Hosdurge). 41 Grama panchayaths and 2 Municipalities.

Pre Project Activities
            Sarva Siksha Abhiyan the central government sponsored project programmed, going to the culminated in 2012 has some fore runner programmes in the Districts beginning from the operation blackboard in 1986. Some of the noteworthy programmes and their features are noted below.

Operation Black Board
            Operation Black Board programme was introduced in the District in 1986 focusing on infrastructure of Lower Primary Education including improvement in accommodation facilities ad provision for more teachers. The main beneficiaries of this programme were L.P Schools in rural and remote area. This programme could not address the entire issue and need of schools and the education scenario for the focus was given for one class room and is office room to an L.P. School. There was no benefit to UP Schools and Aided schools. This programme hadn’t any broad outlook and it ignored other needs in the area of formal and informal education. Moreover the implementation was highly centralized and role of decentralized interventions almost Nil. The learning component of the programme was also vague and weak.

Minimum Level of Learning (MLL)
            It was a quality improvement programme conceived at National Level in accordance with the National Policy on Education 1986. The target was aimed to minimum level attainment by all students in each class providing enough learning opportunities to them. The programme included yearly training for teachers, monthly cluster meeting of teachers, New text book workshop and TLM Workshop. DIET Kasaragod was in charge of the programme. In the first phase of the programme (1994-95) twenty schools were selected to field separate textbooks developed for class I and class II for each subject along with Teacher Handbook and teacher training for 5 days. In the second phase (1995-96), twenty schools were selected from each Educational Block for a testing in 3rd and 4th standards. PTA and MPTA were also given awareness about the programme.
            MLL had some drawbacks as it didn’t have much scope to address wide issues, lacks and potential of the District in primary education scenario. It didn’t consider class room situation, Local culture and individual learning pace of the students. The programme was conducted only by DIET and other Agencies had little role in it. Issues related with the education of SC/ST and other backward children were not considered; But backward learners and slow learners were focused and addressed.

District Primary Education Programme (DPEP)
            DPEP was launched in the District in 1995-96 as a wide attempt to address the issue of access, enrolment, retention and achievements. Many areas of issue is the Lower Primary Level (1 to IV) were addressed through various intervention and activities initiated through DPEP. The sustainability of the achievements and its expansion had to be taken up to the whole elementary section. It is in their context, the SSA Programme has its own importance.

            The SSA Project with the help of Central Govt., and is going to culminate in 2012 have realized a total vision in the field of school education from Class I to Class VIII. The various components in the perspective plan is arrived at through a stream of visioning exercise conducted at School, Panchayath and district level visioning exercise.
            The whole interventions were derived from the vision of pedagogy that the district want to realize in schools. Based on this vision, all other areas were analysed, their strength and weakness in respect of the district to reach the vision was found out, the opportunities that the district has at present in order to strive for reaching the vision was found out and the whole vision can be summarized as follows.
            All the children in the district in the age group 5-14 will get General Education, irrespective of their Religion, Caste, Language Gender and Locality.
            School facility should be accessible to all children in the district. LP school may be within 1 km. of the residence and UP schools within 3 kms. Of the residence.
            Students should be provided with sufficient learning materials suitable to their class room activities.
            Teachers at the rate of 1:40 should be provided with and should be available during the entire academic year.
            There should be proper interaction between parents and teachers, so that the learning atmosphere for students would be cordial and healthy.
            There must be regular follow up, remedial work and review of learning process of all students by the school staff and the result and finding must be shared by the parents and other responsible members.
            Teachers should be enriched with innovative techniques and strategies and facilitate learning process of students.
            Local Self Govt. and Other Community members may visit school and provide moral support suggestion and other help, so that education will be more a social phenomena.  Students acquired knowledge through school education should be constructively helpful to them in their future life and its progress.
            The curriculum that is transacted in the classrooms may be up to date and relevant with the growing needs of the society and it must be updated.
            To reach these visions by 2012 various interventions were identified and are categorized as follows.
Ø  Quality improvement.
Ø  Special Focus Group.
Ø  Education Guarantee  Scheme (EGS) and Alternative and Innovative Education.
Ø  Research and Evaluation.
Ø  Management Structure and Institutional Capacity building.
Ø  Community Mobilisation.
Ø  Civil Works
Ø  Monitoring and MIS
Ø  Finance and Procurement