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Impact

School Leadership in India is in its nascent stage. It is only recently, that the importance of School Leadership in bringing a significant impact in the quality of education has started receiving more and more acknowledgement. Since the inception of Kaivalya Education Foundation, many developments have taken place in the arena of School Leadership. Some of these developments are driven by us and some are results of the increased recognition School Leadership has received over the recent years in the Indian Education System. Although in order to make effective school leadership a practice in every schools of India, a long path lies ahead but impacts that will lead to a larger change are happening.

1.      School Leadership Curriculum.

The time when Kaivalya Education Foundation took up School Leadership as its core agenda, there was hardly any existing School Leadership Curriculum in the country. Whereas, the education systems in many developed countries had School Leadership as a priority then. Any process/program that aims at a deep personal transformation and instillation of leadership skills in one needs to be immaculately designed. The first effective School Leadership Curriculum of the country was designed by us and it was put to use in a few primary schools in Rajasthan during the pilot phase 5 years ago. Since then, we have traversed many miles. Our current curriculum is now making change leaders out of School headmasters in more than 1000 government schools across 3 states of the country. It has evolved over the years to be more in sync with the real on-ground challenges headmasters face on a daily basis in order to make their schools run effectively. The curriculum outlines systematic, student learning outcome oriented, step wise interventions to bring long term change in schools. It facilitates the growth of headmasters in 4 different leadership levels, personal, instructional, organizational and social. Each leadership level corresponds with specific growth areas that are set to move progressively across different growth stages so that the headmasters find it easier to break long term goals into short term doable actions. We can now proudly say that we have a tested School Leadership Curriculum that can be put to use to turn around any failing government school in India.

2.      School Leadership getting national and state level recognition.

Important central and state bodies of the Indian Education System are becoming receptive to the need of efficient School Leaders in order to change the state of education. Our expansion in the states of Rajasthan, Gujarat and Maharashtra wouldn’t have been possible without the support of the concerned education bodies over there. Besides this, bodies like SIEMAT (State Institute of Education Management and Training) are actively getting into constructive discussions on School Leadership in states like Uttar Pradesh and Andhra Pradesh. The most significant step, however, has been taken by the National University of Educational Planning and Administration (NUEPA) at the central level. The body, established by the Ministry of Human Resource Development, Government of India, whose main task is to pioneer capacity building and research in planning and management of education in India and South Asia has set up National Centre for School Leadership (NCSL). NCSL’s chief objective would be to build leadership capabilities of all the functional managers and school principals for improving schools in India. The unit will be engaging with different states for a long term through various institutes at the district and block levels to create on-field impact in School Leadership. Kaivalya Education Foundation takes immense pride in its association with NCSL with regard to this much needed initiative.

3.      SLDP Change Stories.

In a short span of 5 years, the world of Kaivalya Education Foundation has flourished beautifully. Across the states of Rajasthan, Gujarat and Maharashtra, we have made our presence felt in each of the school we have stepped in and the count is more than 1000. The headmasters we are associated with have found new meaning in how they live and what they do. They no more think of themselves as mere administrators. They are change leaders who are important contributors to the process of nation building. Each one of them is turning around the Indian Education System one school at a time.


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