Ram Prakash Krishnan and Regila Marinus, MA Education, Class of 2017, started Vidhya Vidhai Foundation (VVF), a social enterprise committed to sowing the seeds of education in Tamil Nadu, Puducherry, and Hyderabad. Starting with two schools in 2017, they are today impacting 2 million students through 30,000 educational leaders. 

A little less than a decade ago, Ram found himself on a quest to challenge India’s rote-learning inclined education system. A few years later, a serendipitous encounter and an MA in Education programme at Azim Premji University led to a professional partnership between him and Regila Marinus. Together, they started the Vidhya Vidhai Foundation (VVF).

In this interview, Ram Prakash talks about his unique and conscientious approach to leadership-focused education, the role of school leaders and what the future of education truly holds.

Why does VVF focus its efforts on school leadership? 

Given the impracticality of completely revamping India’s existing education system, the need for a substantial number of school leaders becomes evident. VVF focuses on school leadership to develop education leaders, such as principals, head teachers and other educators, and empower them to lead effectively. These leaders significantly impact a school’s success and the quality of education provided.

India boasts around one million public schools, and in the coming 30 to 40 years, it is imperative to develop approximately three million education leaders to oversee and drive these institutions effectively. This emphasis is crucial when we consider the historical context of education in India, spanning nearly 180 years. Progressive nations prioritise strong school leadership in their education systems, resulting in efficient schools of the future.

How does VVF empower and support school leaders, providing them with the tools and knowledge needed to drive improvements in their schools? 

While we embrace the growing digital needs within the education space, we firmly believe in using technology as a complementary tool, not a replacement for effective teaching and leadership. We guide our school leaders through a process of problem identification and solution development. We introduce them to various frameworks for comprehensive school assessment to evaluate different aspects of improvement.

Frameworks such as Shaala Sidhi or the current one, School Quality Assessment and Assurance framework, consist of domains, including infrastructure, community, and teacher participation. Within the framework, we use rubrics to assess different aspects of the school and categorise them based on their performance. By examining schools through these frameworks, school leaders can pinpoint areas in need of improvement. 

We support the leaders in devising their solutions through formulas and strategies such as proven intervention concepts, fostering a sense of ownership and accountability. We encourage them to collaborate with various stakeholders and implement a project-based approach within their schools, tailored to their unique circumstances. This collaborative approach ensures that solutions are comprehensive and sustainable. 

Why is there a need for a systemic approach to education, and how does VVF address this need? 

At VVF, we understand that education is not just about students and teachers— it’s a complex ecosystem involving various stakeholders at different levels. That’s why we take a systemic approach to our work, recognising the interconnectedness of all elements within the educational landscape. 

Vidhya Vidhai works at three levels:

• State: A sustainable capacity-building model for HMs in the state 
• District: School excellence in every district 
• School: Innovations and solutions for child-centred education 

While we believe in the power of systemic change to drive sustainable impact, we also understand the importance of grassroots efforts and single-school improvement initiatives. By piloting solutions, prototyping innovations, and refining models at the ground level, we gain valuable insights that inform our broader systemic interventions. 

Our commitment to systemic change is grounded in our belief that sustainable impact requires an innovative approach — one that considers the context and engages stakeholders at every level of the educational ecosystem. By working collaboratively and strategically, we aim to ensure child-centred education for every child in India. 

What are the main challenges when working with state-run government schools and affordable private schools? 

In both types of schools, a key challenge is helping school leaders recognise their roles as leaders rather than just administrators. In government schools, the primary challenge lies in convincing stakeholders of the importance of leadership development programmes despite having qualified teachers. 

The National Education Policy 2020 (NEP 2020) includes a chapter on the importance of school leaders, but more support is needed to emphasise leadership development. In contrast, convincing affordable private schools to prioritise quality education can be challenging. They are focused on admission and enrolment rates as it directly translates to increased income. 

This perspective can hinder efforts to bring about changes in teaching staff, school leadership, and other aspects. Additionally, the effects of such changes on student enrolment may not be immediate, taking 2 to 3 years to show significant results. Most schools pay low salaries to their teachers, making it difficult to hire and retain qualified educators. It’s the government’s responsibility to ensure quality education in all schools by regulating and monitoring such institutions. 

How does VVF engage with local communities and parents to ensure a collaborative approach to education improvement? 

Achieving our ambitious vision to equip three million school leaders by 2030 demands collaboration on multiple fronts. We believe that transforming education is a shared responsibility. We need to work together to address the challenges in education, be that of learner disengagement, teacher effectiveness, or the lack of school leadership. 

We also believe that community participation is crucial for strengthening schools and addressing such challenges. While school leaders may change, the communities remain a constant presence. In the regions that we work in, we primarily engage with local communities and parents through the School Management Committees (SMC). 

We also work to educate parents and committee members so they can question and interact with the educational system effectively, thereby aligning it with the demands and needs of the local community. 

How do you measure and track the impact of your initiatives? 

While our direct beneficiaries are school leaders, the end beneficiaries are the school children. We believe that the impact trickles down to the students, but we measure and track the impact of our initiatives primarily through school leaders, as they are our direct beneficiaries. 

We assess their leadership by monitoring the initiatives they undertake, the changes in their approach, and their involvement in activities such as conducting SMC meetings. We also track the level of parent participation in these meetings and the types of initiatives being implemented. 

These measurements help us gauge the effectiveness of our programmes in schools. We envision ourselves as catalysts for this transformation, ensuring sustainability.

More at https://​vid​hyavid​hai​.org/