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Context and Vision

At the Foundation, we see Education Leadership and Management as leading our efforts at working on systemic aspects of structures, processes and policies, and people aspects in such a way that it helps the education system move towards the vision it has set out for itself. Building the capability of people who are part of the education system, and creating a motivating environment for them are integral to achieving the vision.

Approach

Almost all our work in Education Leadership and Management has taken place in Karnataka and in collaboration with the Deparment of Education, Government of Karnataka. This collaboration was formalized into a unit – Policy Planning Unit – which is a part of Deparment of Education. PPU is staffed by people from Government of Karnataka and Azim Premji Foundation. The Unit was set up in March 2003 and is currently located in the office of Commissioner of Public Instructions.

The stated objective of PPU is “contributing to developing education policy and planning at macro - and micro level”. Its mandate was to “Strengthen academic and management policies and practices in institution building of academic, administrative & community institutions for effective service delivery towards achieving quality universal school education in Karnataka”.

Education Leadership and Management looks at the education system in terms of various kinds of institutions it consists of, namely, Administrative (including policy), Academic, School and Community institutions:
  • Administrative Institutions
    These institutions are engaged in education policy, management practices, planning and innovation, evaluation of ongoing programs and schemes, budgeting, monitoring, fund-flow, estimating fund requirements etc.
  • Academic Institutions
    Typically, at the state level, academic institutions are DSERT, DIET, BRC and CRC. They are engaged areas such as teaching learning processes, classroom management, development of appropriate teaching learning material, assessment of learning outcomes of each child, preparation of training modules for teacher training, imparting teacher training, understanding of child psychology issues etc.
  • School Institutions
    The final delivery unit of quality education is the school. School has to be viewed as a comprehensive unit that consists of (a) infrastructure (b) quality of access (c) school leadership (d) the teaching learning unit that involves the teacher, the child the classroom, the pedagogy deployed and the culture that exists (e) the parents and the community in general.
  • Community Institutions
    Community Institutions are usually organized as local governing bodies/SDMCS and are engaged in school level educational activities and facilitate mobilization and institutionalization of community participation towards supporting school education.

Initiatives

The work under Education Leadership and Management so far can be classified as follows:

Evaluation Studies

Numerous evaluation studies have been carried out, namely:

Many of these studies have helped the Department in its decision making process.


The PRAMATA Project

The World Bank in 2004 provided a grant of 485,000 USD to improve the Public Expenditure Management in Education in Karnataka. The specific objectives of the grant were:
  • Enable a Medium Term Fiscal Planning (MTFP) framework which would guide the financial expenditure.
  • Strengthen the Annual Budgeting process within the MTFP framework.
  • Support decentralization of spending
  • Strengthen performance measurement and monitoring of outcomes.
The grant was implemented through the Policy Planning Unit. Azim Premji Foundation played role of the procurement agency.

Context Analysis

The initial observations of Policy Planning Unit identified the following issues:
  • Limited understanding of MTFP and its importance
  • Plans are often made in ad-hoc centralized manner given the large scale of operation.
  • Emphasis is more on activity than outcomes
  • Monitoring is largely quantitative or monetary.

Our analysis suggested that these issues were symptoms of a deeper and more fundamental problem within the department. The problem was analyzed in to 3 aspects - structure, process and people.

Conceptualization of the grant

Our context analysis suggested that, in order to improve the public expenditure management, there was a need for deeper understanding and transformation at two levels:
  • At the system level - relating to Structures and Processes.
  • At the individual level - relating to capacity building of people in the system.
Unless these two aspects were worked on, any intervention for strengthening expenditure management would be superficial and not sustainable. Hence we conceptualized the grant into two components – System and Individual Transformation, the former to be addressed through an organisational study and latter through training programs in technology and management.

Organization Study

The Policy Planning Unit initiated and completed an Organization Study of the Education Department along with Government Reforms and Institutional Development (GRID) function of PriceWaterhouseCoopers (PWC) – a consulting firm. The objectives of the study were:
  • To study the existing Processes and Organization Structures in the Elementary Education Delivery System
  • Recommend the required processes based on the objectives of the elementary education articulated by the Government of Karnataka and Sarva Shiksha Abhiyan from time to time
  • Recommend revised organization structures for effective functioning and achievement of these objectives.
  • Spell out Policy implications, if any of these recommendations
The study began in August 2005 and the AS-IS (study of current structures and processes) and the TO BE (recommended changes) reports were received from PWC in February 2006 and October 2006 respectively. Some of the recommendations are already being implemented, such as the strengthening of the cluster resource centres (creation of the Cluster Education Office).

Capacity Building

While the organization study was expected to provide specific inputs with respect to the capacity building in the area of planning, monitoring, HR and finance, the skills in the area of technology were thought to be fundamental for any planning and monitoring, and hence capacity building in use of IT was started parallel to the organization study. The Policy Planning Unit implemented IT training to the department officials along with CMC, an IT company. The objectives of the training were:
  • Create awareness about basics of Computer and Information Technology. "content" style="text-align: justify;">
  • Create a better understanding of the role of technology in education.
  • Enable the administrators to use computers efficiently for their assignments.
  • Enable the administrators to use Internet and e-Mail.
Four levels of IT Training:
  • Level-1 covers officers comprising the ‘Operational Management’ team of the Department. Level 1 training provides basic skills in computers and Microsoft Office and email
  • Level-2 covers people who are selected based on the performance of Level-1 training. Level-2 training consists of Level-2A which is the ‘advanced user’ course and Level-2B, which is a ‘hardware course’. The objective of Level 2 is to provide at district level, a group of ‘experts’ who can provide support to the others.
  • Level-3 is a MIS awareness course for senior people in the department. This focuses on the decision support requirements of the ‘Senior Management’ team
  • Level-4 is a web-site related training program for select officers in the department. This is to help Department in creating and maintaining web sites.
As mentioned earlier, use of IT is not merely acquiring a technical skill but represent a culture of work itself, hence training needs to be intensive and sustained to ensure that technology becomes a implicit part of work. E-mail and use of office productivity tools such as word, excel, power point is the emphasis of the IT training. The training commenced in March 2005 and has covered almost all senior and middle management officers in department. The training has now been further extended to cover junior officers and clerical staff as well. More than 4500 officers have received more than 18000 person days of training.

Management Development - Concept

Although the phrase ‘management skills’ is often used by management trainers, management is more an ability than a skill. Skills are routine performances that can be acquired in more mechanical ways, such as training. Therefore computer and keyboard skills can be acquired through training. Some management techniques too may also be acquired through training. However when it comes to acquiring managerial abilities, the effectiveness of management training in isolation is limited.
Effective acquisition of managerial abilities takes place when people are able to apply what they have learnt during training programs to their own field, reflect on what works and what does not and by doing so understood the nuances of how to produce results through a combination of new knowledge, skills, insights and experiences.
Therefore good management development methodologies stipulate a combination of training, application and guidance. It is important to have significant time for application and guidance. This can be done in the form of implemented quality improvement projects (i.e. projects where recommendations have been put into practice)

Management Development – Progress so far

In the education department, Government of Karnataka, the following management development activities have taken place so far:
  1. 280 officials were trained at College of Leadership and Human Resource Development (CLHRD) during 2006 – 2007 on personal effectiveness and leadership.
  2. 90 officials were trained at Indian Institute of Science (IISC) during 2006 – 2007 in areas like performance management, finance, policy, project management and quality management.
  3. 123 officials were trained at Canara Bank School of Management Studies in Bangalore University (CBSMS) during 2006 – 2007. Of these 75 were certified as Management Development Facilitators – who were to train others in the department.
  4. 487 CRPs & BRPs have been trained during 2008 – 2009 by the Management Development Facilitators in 16 districts
  5. 386 officials have been trained during 2008 – 2009 in Surpur block on personal effectiveness and leadership.

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