Concept and Significance In 2009-2010, 15 districts did QIP while 16 did a Second Quality Improvement Project (SQIP), with Bangalore (U), Chikmagalur, Tumkur and Uttara Kannada having two batches each. A bird’s-eye view of the numbers:
Azim Premji Foundation strongly believes that education management has to be strengthened by enhancing leadership and management skills of functionaries within the public education system if quality universal education is to be achieved. Thus, building expertise in the area of Educational Leadership and Management (ELM) has been a priority.
Our systematic engagement in educational leadership and management involves education functionaries and managers at various levels of the block, cluster, district and state.
Working within the Foundation’s vision of an education that facilitates a just, equitable, humane and sustainable society, ELM seeks to explore an understanding of quality education and the critical challenges to it in the Indian context, and how education leadership and management can contribute to improving the quality of government schools in India.
The ELM domain arises from synthesis on the ground of education perspectives, leadership and management perspectives, Government education system perspectives, and educational change perspectives. It attempts to address the issues of systemic change, quality education and the Government school in India through its stated missions of building a valuable body of knowledge in the Education Leadership and Management space, creating robust principles, frameworks, systems and processes for developing education leaders, managers and institutions, building the capabilities of education leaders and managers in the education system, creating a pool of individual talent and institutional capability for development of Educational Leadership and Management, advocating its centrality as a significant contributor to quality education, and evolving as a credible body for suggesting policy reforms.
Our highly collaborative efforts in Karnataka have been formalized into a unit – the Policy Planning Unit (PPU) – which is a part of Department of Education. PPU is staffed by people from Government of Karnataka and Azim Premji Foundation. The Unit was set up in March 2003 and is currently located in the office of Commissioner of Public Instructions. Its stated objective is “contributing to developing education policy and planning at macro and micro levels”. Its mandate was to “strengthen academic and management policies and practices in institution-building of academic, administrative & community institutions for effective service delivery towards achieving quality universal school education in Karnataka.”
ELM has initiated several long-term engagements with the government education department and its functionaries at various levels, through efforts such as the Management Development Program, the School Leadership Development Program and the Institutional Capacity Development program.
Management Development Program (MDP)
MDP is an attempt to work with individual Education Leadership and Management capacities in the Department of Public Instruction, Government of Karnataka. The program has been facilitated by the PPU, Azim Premji Foundation and our partnering resource institution C-LAMPS in collaboration with Sarva Siksha Abhiyan (SSA). MDP has completed three years.
The broad objectives of the Management Development Program were to:
The process of developing Management Development Facilitators (MDFs) through the program began in 2006-2007 with reaching out to approximately 800 prospective candidates, of whom 75 were finally certified as Management Development Facilitators.
In 2008-2009, MDP began at the district level for Cluster Resource Persons (CRPs) and Block Resource Persons (BRPs) with support from Azim Premji Foundation, SSA and UNICEF. The program was designed for CRPs and BRPs to implement a Quality Improvement Project (QIP) within their role and circle of influence, providing them with opportunities to apply the inputs that they would receive in the classroom sessions. Envisaged as a part of a Training–Application–Coaching approach, the QIP provides the CRPs and BRPs with opportunities to apply the perspectives, ideas, concepts, tools that they explored theoretically in the classroom training.
During 2008-2009, 989 CRPs and 279 BRPs in 16 districts carried out QIPs.
Udupi, Hassan, Mandya, Mysore, Kodagu
Uttara Kannada, Belgaum, Bagalkote and Bijapur
Bangalore Urban, Chitradurga, Shimoga, Bangalore Rural and Kolar.
# of Projects
MDP has aimed at delivering the following critical shifts, through appropriate capacity and perspective building:
School Leadership Development Program (SLDP)
SLDP has come into existence on the back of MDP and out of a realization of the need to specialize MDP further. The program was launched on 23rd November 2009 and facilitated in partnership with the resource institution EFIL. It is being piloted in four districts of Karnataka - Kolar, Hasan, Shimoga and Coorg.
The objective of SLDP is to help each school leader lead his/her school towards their vision for the school. The overarching goals of the SLDP were that each school leader by the end of the program would have an understanding of the factors and resources required for school development and their own role in the entire process and that they should also have developed the capabilities to implement quality improvement projects that contributed to the development of their own school.
The shift from management development to school leadership development is a major shift that recognizes five important issues:
The program consists of 4 stages:
The BRPs and CRPs who underwent MDP and did QIPs at the school level came up with the learning that leadership capabilities of Head Teachers are crucial for the success of quality interventions at the school level. Hey are the fulcrum around which the levers of school developmental forces rotate. Hence the ELM function of the foundation launched SLDP as one more prong in its multi-directional drive to enable educational management. The concept is to empower a critical mass of educational functionaries at the grassroots level (the school head teachers and BRPs/CRPs) for intense, democratic and sustainable engagement with all stakeholders towards emergence of a supportive network for school development.
The principles of adult learning are the cornerstones on which the entire SLDP is designed and implemented. The participants reflect upon their experiences, discuss and learn with peers and arrive at a contextualized understanding of concepts. Activities designed to understand one’s belief constitution and the convictions for moving towards verifying one’s alignment / non alignment between vision and values was at the core of the first phase of training, and opportunities for the participants to reflect upon current beliefs and perspectives in relation new learning that is happening (through short spanned reflective slots) - is included as a self inquiry process. In the third phase participants are exposed to the extensive and multiple support that SLDP will be getting from different levels of the system while cascading it. While cascading the program, five CRPs and 20 head teachers are expected to participate in each batch in a 10-day contact program and subsequently take up school development initiatives for field results of the SLDP to be seen.
Institutional Capacity Development (ICD)
Institutional Capacity Development (“Samsthika Samarthya Abhivrudhi”) has been conceived as a project with the overarching goal of bringing about systemic change that improved school performance by working at the level of the school as well as at the level of other supporting institutions (academic, administrative and community).
The need for institutional strengthening, the development of individual capabilities, the issue of non-alignment of processes and practices with the vision, strategies, structure and policies of an institution are behind the development of institutional capacity.
The team has been operational since April 2009 and ICD is being implemented in Mandya block, Mysore district. Eight types of institutions have been identified for the intervention:
The specific goals of the project are to:
After an initial preparatory phase of five months, the project is being implemented phase-wise:
ELM and Quality Education
Underlying all the efforts of the Educational Leadership and Management function is a vision of quality education. Our attempts in the Foundation are to enhance the quality of education through various interventions that are not programmatic but operational-strengthening in nature. Our focus is on people development; our attempt is to change their perspectives, attitudes and values which help them set their own goals for improving the system.
In the space of Educational Management and Leadership, our first attempt in the understanding and study of quality education has been the construction of a Quality Education Model (QEM) for the public education system in India, using a systems approach with input, process, outcomes and context. The objective is to gain a perspective and understanding of the education system and intervene through various developmental programs (such as SLDP) to enhance its quality. The model is a first step in this direction.
Operational strengthening programs through the Foundation are expected to give impetus to this goal of achieving quality education through various levels of interventions in the education system across the country during the years ahead.
Concept and SignificanceEducational leadership has a critical role in the transformation of society, and for change to happen, effective leaders are key. Along with the widespread belief that the quality of leadership makes a significant difference to school and student outcomes, there is also increasing recognition that effective school leaders and managers have to be developed if they are to provide the best possible education for their learners.
In 2009-2010, 15 districts did QIP while 16 did a Second Quality Improvement Project (SQIP), with Bangalore (U), Chikmagalur, Tumkur and Uttara Kannada having two batches each.
A bird’s-eye view of the numbers: