Minimum Government, Maximum Governance in Education
Theme No 1: Ensuring learning outcomes in elementary education
Effective school recognition process:
- Same recognition standards across government and private schools.
- Require both types of schools to comply or face improvement plans, and phased closure proceedings.
- Apply ‘ease of doing business’ principles to private schools and remove barriers for investment in education.
- Recognition norms to adopt hybrid system stressing 30% on input compliance and 70% on learning achievement.
- Graded recognition to allow for different types of schools to incubate.
- End license-inspector raj by focussing on risk-based regulation for schools.
Autonomy for government schools:
- Treat school principals as leaders; local recruitment of teachers.
- Devolve spending decisions to school leaders and develop school governance structure to monitor spending.
- Allow school management committees (SMCs) to have review powers of administrative and financial decisions.
- Empower school leaders and SMCs to participate in creating annual school development plans.
Per student funding:
- Establish enrolment-based annual allocation.
- Use instruments such as vouchers / scholarships and education credit accounts to allow parents and children to choose.
- Focus on administrative efficiency of 25% reservation.
Flow across levels of learning:
- Integrate early childhood education into the formal school system and implement ECE curriculum.
- Move beyond a curriculum-centred approach to education, to include children’s physical, emotional, and social well-being.
Theme No 2: Extending outreach of secondary and senior secondary education
Targeting and incentives for better transition:
- Use excess capacity in private secondary schools instead of building new government schools.
- Give vouchers, cash transfers, scholarships to students graduating from class 8 in government schools.
- Replicate and scale secondary education voucher and models such as in Orissa and Madhya Pradesh.
Use of PPPs:
- Commissioning more schools to be managed under the PPP model.
- Allow bids from private individuals / groups to manage underperforming government-funded schools.
Nudge for behaviour change responses:
- Address the ‘push out’ factors: poor quality, in different teaching, and irrelevant curricula.
- Involve wider community in addressing societal ‘pull out’ factors, by educating and involving parents and building a support network for first generation learners.
Theme No 3: Revamping teacher education for quality teachers
Performance standards and requirements for teachers and principals:
- Invite private certification standards for teaching.
- Link teacher performance standards to budgets and training.
- Activate an outcomes-based school leader and teacher competency framework.
Strengthen recruitment, and continuous professional development:
- Strengthen teacher preparation through curriculum reform, consolidation and accreditation of teacher education institutes.
- Encourage local recruitment of teachers by making changes to NCTE guidelines for recruitment.
- Allow for teacher autonomy to develop curriculum and pedagogy and innovative classroom practices.
- Expand training to include psychometrics and alternate learning methods within their schools.
- Institute in-service training and mentorship for school leaders, particularly on using budgets, making decisions on school practices, and encouraging innovation.
- Train leaders and teachers to use data generated by learning assessments, to improve the quality of pedagogy within their classrooms and schools.
Theme No 4: School standards, school assessments and school management systems
Separating regulation, financing and delivery in the government domain:
- Institute third-party assessments for regular monitoring and school recognition.
- Allow schools to choose their structure and model, whether to be for-profit or not-for-profit.
- Re-align complex regulatory framework of rules, notifications, and judgments from multiple stakeholders with goals and objectives.
Accountability and transparency:
- Increase school accountability through a school evaluation framework.
- Encourage data-driven decision-making through robust data systems and capacity building
- Select school principals on merit and train them for leadership.
- Empower SMCs to play a meaningful role in school accountability.
Theme No 5: Reforming school examination systems
Move from examination to testing:
- Implement standardised student learning assessments to track every child’s progress by reforming NAS.
- Use assessments to generate a transition from ‘learning for testing’ to ‘testing for learning’.
- Ensure testing happens across the education system--in both public and private schools.
- Allow any student to register and write the CBSE board examination.
- Scale and replicate Gujarat's third-party assessments models.
Theme No 6: Enabling inclusive education - Education of girls, SCs, STs, Minorities and children with special needs
Implementation of schemes:
- Offer disadvantaged students aspirational schools including boarding schools, cover the cost of boarding if they stay with a relative and not in a formal hostel.
- Focus on effective implementation of policies/schemes that encourage inclusive education e.g. RTE Sec 12(1)(c).
- Strengthen special education schools and assure their availability at reasonable distances.
- Emphasise supplementary and remedial instruction given inequalities in learning, and diverse backgrounds, subsidise private tuition if necessary.
- Provide financial assistance through publicly procured private services for helping first-generation learners, students from economically and socially disadvantaged backgrounds, children with special needs and girls.
Theme No 7: New knowledge, pedagogies and approaches for teaching of STEM in school education
- Encourage high quality contextualised digital content.
- Develop innovative tech-enabled learning models for delivering high-quality learning at scale.
- Train teachers and school principals in using technology effectively.
- Support mobile science labs and teacher training programs for STEM.
Theme No 8: Accelerating rural literacy with special emphasis on SCs, STs, and Minorities through adult education and national open schooling systems
Encourage supplementary and remedial instruction given the large inequalities in learning, and diversity in student backgrounds:
- Revitalize National Open School to improve its quality and brand, particularly to ensure wider outreach of post-elementary and vocational education, and open CBSE board exam to all students.
- Involve at least one parent in remedial education of the student where the parent also gains literacy and numeracy.
- Expand scholarships for secondary and vocational education to a point where no student is denied access for not having money to pay for it.
Theme No 9: Strengthening vocational education
Markets for skills:
- Replicating pilots of skills vouchers from Maharashtra.
- Create ‘matching’ portals based on the Gujarat model to encourage information sharing and performance of institutes.
- Expand vocational education to the secondary schooling level.
- Option to pursue vocational education after primary education.
Theme No 10: Promotion of information and communication systems in school and adult education
Technology to aid monitoring and evaluation:
- Make all education data available in the public domain, and link education data to broader socio-economic data collected across the country.
- Develop dashboards and management information systems using this data.
- Allow schools to have access to technology budget from which to purchase reliable hardware and internet connectivity.