First Needs Assessment held at India International Centre, New Delhi, 5.01.2016

First Needs Assessment held at India International Centre, New Delhi, 5.01.2016


Inputs from School Leaders, Private Schools:

  1. Recruitment: Private school leaders agreed on a lack of pipeline of teachers who are ‘passionate’ and ‘motivated’.
  2. Retention: Along with the hiring, teacher retention was cited as another challenge.
  3. Multiple Hats: A school leader’s role varies from simply being a leader to also looking after schools’ human resources and finance requirements. Therefore, juggling so many roles is also seen as a challenge.
  4. Pre Service and In Service training: A lack of good comprehensive in service and pre service training program. The existing in service training program is ill equipped to cater to the relevant needs.
  5. Resistance to change: There is also a resistance to embrace change by the educators specifically changes pertaining to technology.
  6. Integration: The question of social inclusion in the private school system with the introduction of reservation for 25% students from economically weaker sections of the society.
  7. Curriculum: The changes in the curriculum relevant to the needs of the organization. The learners feel pressurized by the paternal demands whilst choosing the stream of learning. There is a strong lack of choice amongst learners.
  8. Standardized Policies: An absence of standardized policies; human resources, appraisal, admissions policy.
  9. Culture Matters: Maintaining a culture of excellence in the schools.

Inputs from School Leaders and Administrators, Government Schools:

  1. Huge Scale: The government school system is huge in scale and includes a great amount of diversity.
  2. Uniformity in Quality: Maintaining quality in such a huge system is challenging.
  3. Lesser Autonomy:  The government schools enjoy lesser autonomy than the private schools.  The scope of leadership that could be exercised by the school leader is limited.
  4. Teacher to student ratio: There is multi grade learning happening in many of the classrooms.
  5. Gender stereotypes in leadership and the scope of practice of leadership in a hierarchical system.
  6. Resistance to change both at higher levels and lower levels. Politically motivated appointments in higher education. Corruption by the private service providers in higher education.

Recommendations from participants:

  1. There could be visits to good schools. A creation of a network or forum to meet and discuss educational issues.
  2. An identification of potential leaders and their capacity building.
  3. The case study teaching: Compilation of best practices book by gathering stories from the ground.
  4. An assessment of skills and qualities by the peers.
  5. Mentorship by the seniors, documentation of qualities and perceptions of leadership.
Calem Team

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