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Haryana's "Quality Improvement Program" - An Alternate View

International Workshop on “Innovative Efforts for Universal

Quality Education”

July 10, 2014

CII Innovation for Universal Quality Education_10072014_vFinalx.pptx 1

Call to Action: scalability and sustainability of externally-

driven initiatives to improve learning level outcomes

Quality of Education is a

well recognized issue

• Given RTE and related initiatives, access to and enrollment in

school education have risen/ are rising across the country

• However, reports (e.g., PISA, NCERT, ASER) indicate we have not

delivered against the "quality promise" to the same extent

While many efforts are

underway...

• Quality-focused interventions typically target only the school/

classroom (e.g., learning outcomes measurement, pedagogical

interventions, teacher training) and limited to the student, teacher

or school leader

... these solutions are

typically neither scalable

nor sustainable

• School/ classroom interventions are started as pilots in tens/

hundreds of schools – many in partnership with ext bodies/ NGOs

• Impact is localized to pockets where external resources have been

applied intensively – sustainability and scale-up remains unsolved

for large public schooling systems


What has prevented the school education system from

sensing and responding to the Quality challenge?

Articulation of Goals/

Metrics

• Access/ equity goals are well

defined but Quality goals and

metrics remain amorphous

1

Inadequate

Measurement

• In most systems, quality

measurement processes aren't

mature – system is unable to

"sense"/ measure against

quality goals

Outdated Management

Practices

• Unclear/ inconsistent job

description, performance

management and lack of data-

driven decision making causing

sub-optimal managerial focus,

poor HR management and low

operational efficiency

Administrative

Orientation

• System focused on

administration (e.g., MDM,

infrastructure, HR) – not

academics

3

4 2


Case Study: Haryana's RE-LEP program improved outcomes

but failed to scale or sustain, given governance deficits

Program Description

In 2012, large percentage of Haryana's class V

students lacked grade-level competencies

• e.g., per ASER, only ~60% could read grade-2

level text and <30% could do simple two-digit

subtraction/ sum

Remedial Education-Learning Enhancement

Program (RE-LEP1) launched

• Collaborative effort between Pratham and Govt.

of Haryana; J-Pal2 drove impact evaluation

• RE-LEP spread over ~200 pilot schools in 4

blocks3

• Interventions included a rapid literacy test (2

mins/ child), student re-grouping and teacher

training/ mentoring

• RE interventions led by Assistant Block Resource

Coordinator (ABRC)

Results and Takeaways

1 Based on Pratham's Read India methodology (Banerji and Walton, 2011) 2 Abdul Latif – Jameel Poverty Action Lab 3 Mahendragarh: Ateli, Narnaul; Kurukshetra : Pewoha , Thanesar 4 J-Pal Report Source: GoH Interviews, J-Pal, http://www.3ieimpact.org/en/evidence/impact-evaluations/details/721/

Significant improvement in outcomes – but

program did not scale/ sustain

• LEP students performed 0.14-0.15 standard

deviations better in Hindi than control group4

• However, no scale up to rest of Haryana – in

fact, LEP discontinued by several pilot schools

Significant systemic challenges faced – e.g.,:

• Missed opportunity to fully integrate model with

“business as usual” – e.g., integrating

intervention with core syllabus, building broad

support for results across other districts

• Limited capacity building: e.g.,

– Need for follow-up training for ABRC staff

– Program monitoring conducted by ABRCs –

not by the Directorates (e.g., BEEOs

continuing to focus on Administration)


An alternate view: a holistic, integrated and results-oriented

approach to ensure sustainability and scalability of initiatives

Driving the change

Implementation planning

Core recommendations

Core analyses

Strategy

Professional Development

Staffing/ Rationalization

Mgmt Info System (MIS)

Performance Mgmt +

Org Redesign

Orientation:

Sustainable Results

+

+

+

+

+

Te

ach

ers

+

Typical siloed

approach

Institutional

Transformation

for

School Education

Sustainable long-term transformation is inherently end-to-end

HM

s/

Prin

cip

als

Blo

ck O

ffic

ers

Dis

tric

t O

ffic

ers

Directo

rate

s

Bo

ard

Off

icia

ls

Initia

tive

Ow

ne

rs

PM

U

....

....

Integrated Approach for

Key Stakeholders

Multiple Levers

- Holistic

Culture Change

Communication

Admin Process Re-engineering

+

Systemic transformation to ensure effectiveness of school-level initiatives


Case Study: given Haryana's focus on scale and sustainability,

systemic changes and enablers have been emphasized

• Pedagogical interventions incld.

instruction with activities, remedial

education and integrated assessments

• Pedagogy training and mentoring for

teachers and school heads

• Organizational changes to create academic focus

• Performance management process redesign

• System wide Management Information System (MIS)

• Longer term leadership/teacher training mechanisms

• Making all schools 'pedagogy

ready': e.g., Infra channeling;

teacher redistribution

• Communication and cultural

transformation workshops

C1

C2

C3

A

Learning Level

outcomes (LLO)

measurement and

improvement

B C D In-school

initiatives

Systemic

changes Enablers

C4

B1

B2

D1

D2


Governance is being driven by core Government

departments, with select structures providing support

Department of School Education, Haryana

Executive Committee,

SSA/ RMSA

• Primary sponsor

• Responsible for

overall implementation

Implementation

Partners

• LLO assessments

• Management

Information System

• Pedagogical changes

and associated

teacher training

• School leaders'

professional

development

Program Management

Unit (Govt. + BCG)

• Initiative design, roll-

out

• Program management

and monitoring

• Stakeholder

coordination

• Implementation

support and capacity

building

• Expert advice

• Leadership continuity

Core implementation

bodies

Support

bodies

Initiative Teams

• 10 initiative teams

leading various

initiatives

• Initiatives grouped into

work-streams, headed

by senior Government

administrators

• Each team headed by

an 'initiative owner',

with 4-5 core members

each

Sponsors

• Fund specific

initiatives - e.g. GAIL.

• Fund program

management e.g.

MSDF (Michael and

Susan Dell

Foundation)

• Fund select schools –

e.g., Maruti


Haryana Quality Improvement Program: Key wins to date

Re-organized SCERT

launched: June '14

Cultural Workshops for all 15,000

School Leaders: June '14

"Self Appraisal" Day for over 1

lakh teachers: 4th July '14

LLO Measurement in all classes III

& V (6 lakh students): March '14

Haryana CM releasing QIP

brochure: June '14

Activity-rich Class Readiness

Program: April-May '14


Best Practices and Lessons Learned: 8 transformation

excellence principles for large school systems

1. Burning platform: Lay out the rationale, fact-base, vision and roadmap of the transformation

• Formulate clear, tangible action steps, milestones and targets for 3, 6, 12 and 18 months

2. Mindset shift: Your key people need to shift to transformation mode

• It's not flavour of the month or business as usual anymore – it's about 80/20, speed and rigorous execution

3. Leading from the top: The Principal Secretary owns the transformation and inspires the organization

• He/ she sets out the process, appoints the key teams, communicates openly, actively manages the progress

4. Clear accountabilities: Live a "many reasons but not excuses" culture

• The transformation teams get all the support they need – but "non delivery" is not an option

5. The right people at the right place: Key teams are led by trusted, ambitious, capable leaders

• A transformation is the platform for the very best to succeed – stars will be born

6. "Activist" Program Management Office: Prerequisite to steer and make change happen

• It needs to be "activist" – not a progress tracking bureaucracy, but a tool to push the program

7. Communicate, communicate, communicate: Engaging key stakeholders early is indispensable

• Identify behavioural changes required from all critical stakeholders – and program/ initiative branding matters!

8. Lighthouses: Make winning feel tangible early on

• Build momentum by showing transformation success stories early in the process

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6

7

8


Governance deficit is so obvious that it is not felt or sensed anymore as an issue to be addressed

Reflections: #1


Any organization, to perform well in its core objectives, has to be managed well

Reflections: #2


All schemes/ projects to improve quality take away proportionately higher share of managerial time and

effort – and thus create a deficit for governance

Reflections: #3


Schemes and projects linked to small financial provisions (as compared to overall budget) take away

most of monitoring effort and space

Reflections: #4


In case of school education, the management set up has neither expanded nor improved in terms of efficiency by

using modern technology platforms

Reflections: #5


Systems/ processes need to be simple, clear, objective and efficient to allow its major medium of delivery of education services (i.e., teachers) to remain motivated,

focused on goals and relieved from undue worries

Reflections: #6


Good management is a necessary though not sufficient pre-condition for quality education – a well-managed school may or may not deliver good quality education

but a badly managed school cannot deliver good quality education

Reflections: #7

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