Printed in the Wall Street Journal, June 23, 2010
Link: http://blogs.wsj.com/indiarealtime/2010/06/23/india-journal-what-is-a-good-school/
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What is a good school?
What is the definition of a good school?
For more than a year since coming to India to manage a high school, I have been trying to find an answer to this question.
On trips around the country, I asked principals, teachers and parents what they thought to be the defining characteristics of a good school. Some pointed to glimmering swimming pools and shiny computer screens. Some others relied on quantitative measures like the number of students or year-end results. Some even used heuristics like the size of the school plot, its brand name and the number of prominent families enrolling their kids.
In the myriad answers that were presented to me—one principal even boasted that he could identify a good school by how it smells—I failed to see a set of standard and measurable metrics that could be applied to compare one school in India against another. For parents looking to choose between a handful of schools, this lack of information can be an irritating inconvenience. For school leaders and policy makers, however, it presents a far larger problem.
As India races to implement education reforms, school leaders like me need vital information on where they stand with relation to other schools and, indeed, with schools around the world; what measures they can take to improve performance and upgrade infrastructure; and what metrics they can use to ensure they are on the right track. Some examples of such metrics include performance in standardized tests, parent feedback interviews and curriculum evaluations.
Consider the newly implemented Right to Education Act, where private schools are mandated to provide a reservation quota for low-income students. How will the government ensure whether the program is working or not? How will schools be benchmarked for their performance vis-à-vis other schools? How can we make sure the program is having its desired affect of providing a high quality education instead of merely working as a coupon system for poor students?
In the corporate world, the answers to such questions are provided by third-party auditors and management consultants, who provide independent and unbiased opinions on the soundness of a company’s financial records and ensure that performance is up-to-the-mark. By showing companies a mirror, these third-party inspectors and advisors set up benchmarking standards and allow for easy comparison between one corporation and another.
The idea of auditing schools is one actively followed in countries like the U.K. and the United Arab Emirates, where the local governments hire third-party professionals to evaluate schools on measures ranging from academics to sports. Not only does this provide policymakers accurate and timely information, it also presents school leaders with a roadmap for how to plan the progress of their school. Unlike in India, where some schools are chasing glamorous infrastructure and some are pressing for higher examination scores, such a roadmap encourages schools of all types to conform to a minimum standard of teaching and learning.
In the recently completed education audit in Abu Dhabi in the UAE, the government found that some local schools put considerable emphasis on rote learning. It devised a plan to upgrade the curriculum in these schools and train teachers more efficiently. In other schools with infrastructure-related issues, the government knew exactly which problem to tackle and how to go about doing so.
A similar approach would work wonders in India’s public and private schools. The use of third-party inspection agencies will provide government officials and school owners much needed metrics on how their performance relates to other comparable schools. It will also ensure that the task of inspecting a new and improving bunch of schools is not placed in the hands of old-thinking government officials but well-trained education experts. Finally, by placing unbiased private auditors between schools and government regulation agencies, this system will ensure a degree of professionalism and expedience.
By pressing for a common set of performance metrics I don’t press for schools to converge on the quality of education they provide or on the types of facilities they provide to students. This is, after all, a decision that should best be left to school leaders to decide based on their target audience, budget, land space, etc. All that such metrics will do, however, is provide a floor for educational performance and act as a beacon for schools wanting to become better.
Monday, June 28, 2010
Monday, June 21, 2010
In education reform, parents are a problem
It seems that even educated parents seem to be a road-block to education reform in India. My article in The Wall Street Journal from a week ago.
http://blogs.wsj.com/indiarealtime/2010/06/09/in-education-reform-parents-are-a-problem/tab/comments/
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“They will ruin our children!” an angry passenger seated next to me at Delhi airport muttered, shaking his head incredulously. His eyes seemed fixed on the headlines of a daily newspaper, which showed a few young students in school uniform holding hands and laughing cheerfully.
I remembered the article instantly, having read it before leaving for the airport. Delhi’s schools had just declared their CBSE results for Grade X students a few days before and the article examined the unusually low number of students who had failed or were given “compartment” results that allow for retesting.
The article attributed a large part of this success to CBSE’s newly introduced system of Continuous and Comprehensive Evaluation, one which many educationists had seen as long overdue in our archaic system of education. Under CCE guidelines, students were—for the first time—awarded grades instead of numerical scores in their recently completed board exams.
“Can you believe this?” said the passenger, a middle-aged man with large spectacles whom I later learned was an IT manager. He was clearly anxious to share the source of his anger. “When we were students, giving board exams was a serious affair. It has become a joke now. What will happen to India without competition among students?”
The man’s frustration was one I had witnessed before—just a few days ago a hapless parent had called me complaining that his son, a consistent top-ranker, had received only a grade and not a numerical average which could be advertised as a mark of his intellectual prowess.
Despite this, I wondered about the critical role that parents play in the upkeep and reform of our system of education. As if bureaucracy, lack of funding, poor training and tight regulations were not enough to push for an urgent facelift in our schools, even educated parents seemed to be a road block to education reform.
On the one hand, I could pretend to empathize with the passenger. On the other hand, as someone who had lived through the excruciating years of board exams and tough competition, I knew this was not an option.
The idea of grades was one used in countries the world over with measurable benefits. Even the British, after whom we shadow our education system, replaced numerical marks with grades over 40 years ago. How could I ignore the mass suicides and murders that have wracked our society in the name of competition? And with growing reliance on team-work, multi-culturalism and extra-curricular talent, was it right to shoot down a system that promoted these concepts?
Even then, I realized the answer lay not in indignantly turning down the man. Many Indian parents today believe that ruthless competition will drive their sons and daughters towards success. As leaders in the business and education world, perhaps our ideas should focus as much on educating our parents as on educating our children? As educationists, we are at a cultural cross roads which we cannot hope to cross without the support and understanding of our parents.
“Be patient, sir,” I said to the man, looking at the laughing students. “Their time is not far away.”
http://blogs.wsj.com/indiarealtime/2010/06/09/in-education-reform-parents-are-a-problem/tab/comments/
--
“They will ruin our children!” an angry passenger seated next to me at Delhi airport muttered, shaking his head incredulously. His eyes seemed fixed on the headlines of a daily newspaper, which showed a few young students in school uniform holding hands and laughing cheerfully.
I remembered the article instantly, having read it before leaving for the airport. Delhi’s schools had just declared their CBSE results for Grade X students a few days before and the article examined the unusually low number of students who had failed or were given “compartment” results that allow for retesting.
The article attributed a large part of this success to CBSE’s newly introduced system of Continuous and Comprehensive Evaluation, one which many educationists had seen as long overdue in our archaic system of education. Under CCE guidelines, students were—for the first time—awarded grades instead of numerical scores in their recently completed board exams.
“Can you believe this?” said the passenger, a middle-aged man with large spectacles whom I later learned was an IT manager. He was clearly anxious to share the source of his anger. “When we were students, giving board exams was a serious affair. It has become a joke now. What will happen to India without competition among students?”
The man’s frustration was one I had witnessed before—just a few days ago a hapless parent had called me complaining that his son, a consistent top-ranker, had received only a grade and not a numerical average which could be advertised as a mark of his intellectual prowess.
Despite this, I wondered about the critical role that parents play in the upkeep and reform of our system of education. As if bureaucracy, lack of funding, poor training and tight regulations were not enough to push for an urgent facelift in our schools, even educated parents seemed to be a road block to education reform.
On the one hand, I could pretend to empathize with the passenger. On the other hand, as someone who had lived through the excruciating years of board exams and tough competition, I knew this was not an option.
The idea of grades was one used in countries the world over with measurable benefits. Even the British, after whom we shadow our education system, replaced numerical marks with grades over 40 years ago. How could I ignore the mass suicides and murders that have wracked our society in the name of competition? And with growing reliance on team-work, multi-culturalism and extra-curricular talent, was it right to shoot down a system that promoted these concepts?
Even then, I realized the answer lay not in indignantly turning down the man. Many Indian parents today believe that ruthless competition will drive their sons and daughters towards success. As leaders in the business and education world, perhaps our ideas should focus as much on educating our parents as on educating our children? As educationists, we are at a cultural cross roads which we cannot hope to cross without the support and understanding of our parents.
“Be patient, sir,” I said to the man, looking at the laughing students. “Their time is not far away.”
Monday, May 31, 2010
The Privatization of Indian Education
Hey guys,
Since working in India for over a year now, I notice a large potential for bridging the vast gap prevalent between the resource-hungry education sector and the resource-rich for-profit sector. Recent changes in India's education industry have started a movement towards this direction. Is it beneficial for students, parents and teachers? How will schools around India be impacted by it? These topics and more are examined in my latest article in the Wall Street Journal: The Privatization of Indian Education (http://blogs.wsj.com/indiarealtime/2010/05/21/the-privatization-of-indian-education/).
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It is difficult to ignore the spicing up that India’s education sector is undergoing. Ubiquitous private coaching centers, front-page ads inviting franchise expansion of schools, and landmark reforms allowing foreign universities to enter India all underscore the changing face of a sector that could best be characterized as lackluster just a few years ago, especially for private entrepreneurs and profit-mongers.
With India’s burgeoning middle-class, mouth-watering demographics and fast-changing government regulation, however, this once boring sector has managed to captivate the attention of capitalists from all corners of the world. From small-town tuition centers to globally renowned universities, from shrewd corporate pundits to leisurely housewives, and from private-equity suits to social-enterprise tweeds, the race to have some sort of stake in the growth of India’s education industry has become almost fashionable.
This year, in particular, has seen a massive inflow of capital and interest into the education sector, with Reliance Equity Advisors’ recent announcement to snap up a 1 billion rupee stake in Pathways Global School, a K-12 education provider; Azim Premji’s decision to invest 2 billion rupees in Manipal Global Education, a education resource provider; and Matrix Advisors’ decision to buy 1 billion rupees into FIIT-JEE, a private coaching provider.
Kapil Sibal, India’s education minister, too, gave an emphatic slap-on-the-back to the sector by comparing its future potential to that of India’s now red-hot telecom sector a decade ago.
While there is no denying the potential upside for investors in India’s education sector, it is worth considering the effect that massive entry of private capital into a traditionally not-for-profit sector can have on the Indian education sector as a whole and especially on parents, students and teachers.
First and foremost, the entry of a greater number of privately managed institutions will automatically translate into greater competition in the education sector, as more organizations compete for a limited number of students. Consequently, schools and colleges will no longer be able to rely on students filling their classrooms term after term, something that is common in high population-density areas with few private schools.
Instead, schools will have to lower fees, improve teaching quality, hire better teachers and use efficient technology as ways of distinguishing themselves from competitors and remaining operational. This is similar to what transpired in India’s telecom sector a few years ago, when private firms slashed costs, improved customer service and emphasized innovation to differentiate themselves from their competitors.
This operational model, which challenges the “recession-proof” tag that educational organizations in India have perpetually had associated with them, will transfer greater power to student and parents, for if a school cannot offer its students a cheaper and better educational experience than the school next door, it is most likely going to shut down.
Even for employees such as teachers, a greater sense of competition among educational organizations could spell better payment terms, training facilities and employment benefits. This is because the quality of teachers and education administrators will determine the success or failure of a school. Like it is for for-profit corporations, talent will be a rare resource and one which educational organizations are willing to invest in more intently.
Another benefit of the growing influence of private investments in the education sector is likely to be the bridging of the large gap dividing the resourceful private sector from the resource hungry education sector. As it stands today, education-focused organizations are largely cut-off from the talent, the innovation and the leadership that characterize for-profit companies in India.
Also, the potential for not just better principals or counselors but also for better education entrepreneurs—managers with an expertise in financial analysis and budgeting, strategy planning, human resources management and technology—is tremendous in India’s economy.
This vacuum in education management promises to be filled by private entrepreneurs who can utilize their business training and their vision for education reform more effectively. Corporate best practices like performance-based pay for teachers or inventory management of fixed assets like furniture or computers, which are everyday practices in educational organizations around the world, would also be better planned and implemented under guidance from the for-profit world.
There is only so much funding in India’s capital-starved economy that the government can provide to education ventures like schools and colleges. Eventually, like has been the case for power, infrastructure or telecommunications, financial support from the private sector will be crucial in leading the growth and progress of educational organizations in the country.
For this reason, the influx of greater capital into the sector should translate into its more comprehensive development and help convert the ‘education for all’ motto into reality. For instance, if public finances can target the development of rural education models and private funds can help growth in more urban areas, a greater number of educational institutes can become available for students.
The idea of private-sector investments in the education sector has its share of critics too and, often, for good reason. It can be argued that the private sector has little knowledge on the intricacies of the education sector as most private investors are neither trained in education management or non-profit work. Can such investors really improve the quality of education in India?
There is also the issue of the over-commercialization of education where profit-mongers ignore quality improvement and work on amassing more money. Finally, how easy is it for regulators to keep private institutes in check, ensure quality control and enforce policies?
Despite these drawbacks, the ability of students and parents to make independent decisions, discern education quality and aim for best quality per rupee spent should endear privately sourced investments to India. Also, there is no question that better training for teachers and education managers will have to take center-stage in efforts to improve quality and ensure policy enforcement.
In the end, the fact remains that for all the changes that private capital promises to bring into the education industry, perhaps the most challenging will be altering the age-old mindset of everyday citizens for whom education is simply a non-profit service, not a money-making business.
Since working in India for over a year now, I notice a large potential for bridging the vast gap prevalent between the resource-hungry education sector and the resource-rich for-profit sector. Recent changes in India's education industry have started a movement towards this direction. Is it beneficial for students, parents and teachers? How will schools around India be impacted by it? These topics and more are examined in my latest article in the Wall Street Journal: The Privatization of Indian Education (http://blogs.wsj.com/indiarealtime/2010/05/21/the-privatization-of-indian-education/).
--
It is difficult to ignore the spicing up that India’s education sector is undergoing. Ubiquitous private coaching centers, front-page ads inviting franchise expansion of schools, and landmark reforms allowing foreign universities to enter India all underscore the changing face of a sector that could best be characterized as lackluster just a few years ago, especially for private entrepreneurs and profit-mongers.
With India’s burgeoning middle-class, mouth-watering demographics and fast-changing government regulation, however, this once boring sector has managed to captivate the attention of capitalists from all corners of the world. From small-town tuition centers to globally renowned universities, from shrewd corporate pundits to leisurely housewives, and from private-equity suits to social-enterprise tweeds, the race to have some sort of stake in the growth of India’s education industry has become almost fashionable.
This year, in particular, has seen a massive inflow of capital and interest into the education sector, with Reliance Equity Advisors’ recent announcement to snap up a 1 billion rupee stake in Pathways Global School, a K-12 education provider; Azim Premji’s decision to invest 2 billion rupees in Manipal Global Education, a education resource provider; and Matrix Advisors’ decision to buy 1 billion rupees into FIIT-JEE, a private coaching provider.
Kapil Sibal, India’s education minister, too, gave an emphatic slap-on-the-back to the sector by comparing its future potential to that of India’s now red-hot telecom sector a decade ago.
While there is no denying the potential upside for investors in India’s education sector, it is worth considering the effect that massive entry of private capital into a traditionally not-for-profit sector can have on the Indian education sector as a whole and especially on parents, students and teachers.
First and foremost, the entry of a greater number of privately managed institutions will automatically translate into greater competition in the education sector, as more organizations compete for a limited number of students. Consequently, schools and colleges will no longer be able to rely on students filling their classrooms term after term, something that is common in high population-density areas with few private schools.
Instead, schools will have to lower fees, improve teaching quality, hire better teachers and use efficient technology as ways of distinguishing themselves from competitors and remaining operational. This is similar to what transpired in India’s telecom sector a few years ago, when private firms slashed costs, improved customer service and emphasized innovation to differentiate themselves from their competitors.
This operational model, which challenges the “recession-proof” tag that educational organizations in India have perpetually had associated with them, will transfer greater power to student and parents, for if a school cannot offer its students a cheaper and better educational experience than the school next door, it is most likely going to shut down.
Even for employees such as teachers, a greater sense of competition among educational organizations could spell better payment terms, training facilities and employment benefits. This is because the quality of teachers and education administrators will determine the success or failure of a school. Like it is for for-profit corporations, talent will be a rare resource and one which educational organizations are willing to invest in more intently.
Another benefit of the growing influence of private investments in the education sector is likely to be the bridging of the large gap dividing the resourceful private sector from the resource hungry education sector. As it stands today, education-focused organizations are largely cut-off from the talent, the innovation and the leadership that characterize for-profit companies in India.
Also, the potential for not just better principals or counselors but also for better education entrepreneurs—managers with an expertise in financial analysis and budgeting, strategy planning, human resources management and technology—is tremendous in India’s economy.
This vacuum in education management promises to be filled by private entrepreneurs who can utilize their business training and their vision for education reform more effectively. Corporate best practices like performance-based pay for teachers or inventory management of fixed assets like furniture or computers, which are everyday practices in educational organizations around the world, would also be better planned and implemented under guidance from the for-profit world.
There is only so much funding in India’s capital-starved economy that the government can provide to education ventures like schools and colleges. Eventually, like has been the case for power, infrastructure or telecommunications, financial support from the private sector will be crucial in leading the growth and progress of educational organizations in the country.
For this reason, the influx of greater capital into the sector should translate into its more comprehensive development and help convert the ‘education for all’ motto into reality. For instance, if public finances can target the development of rural education models and private funds can help growth in more urban areas, a greater number of educational institutes can become available for students.
The idea of private-sector investments in the education sector has its share of critics too and, often, for good reason. It can be argued that the private sector has little knowledge on the intricacies of the education sector as most private investors are neither trained in education management or non-profit work. Can such investors really improve the quality of education in India?
There is also the issue of the over-commercialization of education where profit-mongers ignore quality improvement and work on amassing more money. Finally, how easy is it for regulators to keep private institutes in check, ensure quality control and enforce policies?
Despite these drawbacks, the ability of students and parents to make independent decisions, discern education quality and aim for best quality per rupee spent should endear privately sourced investments to India. Also, there is no question that better training for teachers and education managers will have to take center-stage in efforts to improve quality and ensure policy enforcement.
In the end, the fact remains that for all the changes that private capital promises to bring into the education industry, perhaps the most challenging will be altering the age-old mindset of everyday citizens for whom education is simply a non-profit service, not a money-making business.
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