How to fix a broken education system ... without any more money
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0:01 - 0:03So we all have our own biases.
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0:03 - 0:06For example, some of us tend to think
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0:06 - 0:09that it's very difficult to transform
failing government systems. -
0:10 - 0:12When we think of government systems,
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0:12 - 0:15we tend to think that they're archaic,
set in their ways, -
0:15 - 0:18and perhaps, the leadership
is just too bureaucratic -
0:18 - 0:19to be able to change things.
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0:20 - 0:23Well, today, I want
to challenge that theory. -
0:24 - 0:28I want to tell you a story
of a very large government system -
0:28 - 0:31that has not only put itself
on the path of reform -
0:31 - 0:35but has also shown
fairly spectacular results -
0:35 - 0:36in less than three years.
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0:37 - 0:41This is what a classroom
in a public school in India looks like. -
0:41 - 0:43There are 1 million such schools in India.
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0:44 - 0:47And even for me,
who's lived in India all her life, -
0:47 - 0:50walking into one of these schools
is fairly heartbreaking. -
0:51 - 0:53By the time kids are 11,
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0:53 - 0:5750 percent of them have fallen
so far behind in their education -
0:57 - 0:59that they have no hope to recover.
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1:00 - 1:0211-year-olds cannot do simple addition,
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1:02 - 1:05they cannot construct
a grammatically correct sentence. -
1:06 - 1:09These are things that you and I
would expect an 8-year-old -
1:09 - 1:10to be able to do.
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1:11 - 1:13By the time kids are 13 or 14,
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1:13 - 1:15they tend to drop out of schools.
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1:16 - 1:20In India, public schools
not only offer free education -- -
1:20 - 1:23they offer free textbooks,
free workbooks, free meals, -
1:23 - 1:25sometimes even cash scholarships.
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1:26 - 1:29And yet, 40 percent of the parents today
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1:29 - 1:32are choosing to pull their children
out of public schools -
1:32 - 1:35and pay out of their pockets
to put them in private schools. -
1:35 - 1:39As a comparison,
in a far richer country, the US, -
1:39 - 1:41that number is only 10 percent.
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1:41 - 1:46That's a huge statement on how broken
the Indian public education system is. -
1:47 - 1:52So it was with that background
that I got a call in the summer of 2013 -
1:52 - 1:56from an absolutely brilliant lady
called Surina Rajan. -
1:56 - 2:00She was, at that time, the head
of the Department of School Education -
2:00 - 2:02in a state called Haryana in India.
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2:02 - 2:05So she said to us, "Look, I've been
heading this department -
2:05 - 2:07for the last two years.
-
2:07 - 2:10I've tried a number of things,
and nothing seems to work. -
2:10 - 2:11Can you possibly help?"
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2:13 - 2:16Let me describe Haryana
a little bit to you. -
2:16 - 2:19Haryana is a state
which has 30 million people. -
2:20 - 2:23It has 15,000 public schools
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2:23 - 2:26and 2 million plus
children in those public schools. -
2:26 - 2:29So basically, with that phone call,
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2:29 - 2:31I promised to help a state and system
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2:31 - 2:35which was as large as that of Peru
or Canada transform itself. -
2:37 - 2:40As I started this project,
I was very painfully aware of two things. -
2:40 - 2:43One, that I had never done
anything like this before. -
2:43 - 2:48And two, many others had,
perhaps without too much success. -
2:48 - 2:51As my colleagues and I
looked across the country -
2:51 - 2:52and across the world,
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2:52 - 2:54we couldn't find another example
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2:54 - 2:57that we could just pick up
and replicate in Haryana. -
2:57 - 3:00We knew that we had to craft
our own journey. -
3:01 - 3:04But anyway, we jumped right in
and as we jumped in, -
3:04 - 3:07all sorts of ideas started flying at us.
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3:07 - 3:10People said, "Let's change
the way we recruit teachers, -
3:10 - 3:12let's hire new principals and train them
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3:12 - 3:15and send them on international
learning tours, -
3:15 - 3:17let's put technology inside classrooms."
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3:17 - 3:20By the end of week one,
we had 50 ideas on the table, -
3:20 - 3:22all amazing, all sounded right.
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3:22 - 3:27There was no way we were
going to be able to implement 50 things. -
3:27 - 3:29So I said, "Hang on, stop.
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3:29 - 3:32Let's first at least decide
what is it we're trying to achieve." -
3:32 - 3:35So with a lot of push and pull and debate,
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3:35 - 3:39Haryana set itself a goal
which said: by 2020, -
3:39 - 3:43we want 80 percent of our children
to be at grade-level knowledge. -
3:44 - 3:46Now the specifics of the goal
don't matter here, -
3:46 - 3:49but what matters
is how specific the goal is. -
3:50 - 3:53Because it really allowed us
to take all those ideas -
3:53 - 3:54which were being thrown at us
-
3:54 - 3:57and say which ones
we were going to implement. -
3:57 - 4:01Does this idea support this goal?
If yes, let's keep it. -
4:01 - 4:04But if it doesn't or we're not sure,
then let's put it aside. -
4:04 - 4:09As simple as it sounds,
having a very specific goal right up front -
4:09 - 4:12has really allowed us to be
very sharp and focused -
4:12 - 4:14in our transformation journey.
-
4:14 - 4:16And looking back over
the last two and a half years, -
4:16 - 4:18that has been a huge positive for us.
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4:19 - 4:21So we had the goal,
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4:21 - 4:24and now we needed to figure out
what are the issues, what is broken. -
4:25 - 4:28Before we went into schools,
a lot of people told us -
4:28 - 4:30that education quality is poor
-
4:30 - 4:34because either the teachers are lazy,
they don't come into schools, -
4:34 - 4:37or they're incapable,
they actually don't know how to teach. -
4:37 - 4:42Well, when we went inside schools,
we found something completely different. -
4:42 - 4:45On most days, most teachers
were actually inside schools. -
4:46 - 4:47And when you spoke with them,
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4:47 - 4:51you realized they were perfectly capable
of teaching elementary classes. -
4:52 - 4:54But they were not teaching.
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4:55 - 4:56I went to a school
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4:56 - 4:59where the teachers were getting
the construction of a classroom -
4:59 - 5:01and a toilet supervised.
-
5:02 - 5:03I went to another school
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5:03 - 5:06where two of the teachers
had gone to a nearby bank branch -
5:06 - 5:09to deposit scholarship money
into kids' accounts. -
5:09 - 5:14At lunchtime, most teachers
were spending all of their time -
5:14 - 5:18getting the midday meal cooking,
supervised and served to the students. -
5:19 - 5:20So we asked the teachers,
-
5:20 - 5:23"What's going on,
why are you not teaching?" -
5:23 - 5:25And they said, "This is
what's expected of us. -
5:26 - 5:29When a supervisor comes to visit us,
-
5:29 - 5:31these are exactly the things
that he checks. -
5:31 - 5:34Has the toilet been made,
has the meal been served. -
5:34 - 5:37When my principal
goes to a meeting at headquarters, -
5:37 - 5:39these are exactly the things
which are discussed." -
5:40 - 5:45You see, what had happened was,
over the last two decades, -
5:45 - 5:48India had been fighting the challenge
of access, having enough schools, -
5:48 - 5:51and enrollment, bringing children
into the schools. -
5:51 - 5:55So the government
launched a whole host of programs -
5:55 - 5:56to address these challenges,
-
5:57 - 6:01and the teachers became
the implicit executors of these programs. -
6:01 - 6:03Not explicitly, but implicitly.
-
6:05 - 6:10And now, what was actually needed
was not to actually train teachers further -
6:10 - 6:12or to monitor their attendance
-
6:12 - 6:15but to tell them
that what is most important -
6:16 - 6:18is for them to go back
inside classrooms and teach. -
6:18 - 6:22They needed to be monitored
and measured and awarded -
6:22 - 6:23on the quality of teaching
-
6:23 - 6:25and not on all sorts of other things.
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6:26 - 6:28So as we went through
the education system, -
6:29 - 6:34as we delved into it deeper,
we found a few such core root causes -
6:34 - 6:38which were determining, which were
shaping how people behaved in the system. -
6:38 - 6:42And we realized that unless we change
those specific things, -
6:42 - 6:44we could do a number of other things.
-
6:44 - 6:46We could train, we could put
technology into schools, -
6:46 - 6:48but the system wouldn't change.
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6:48 - 6:52And addressing these non-obvious
core issues -
6:52 - 6:53became a key part of the program.
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6:55 - 6:58So, we had the goal and we had the issues,
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6:58 - 7:00and now we needed to figure out
what the solutions were. -
7:01 - 7:03We obviously did not want
to recreate the wheel, -
7:03 - 7:06so we said, "Let's look around
and see what we can find." -
7:06 - 7:11And we found these beautiful,
small pilot experiments -
7:11 - 7:14all over the country
and all over the world. -
7:14 - 7:18Small things being done by NGOs,
being done by foundations. -
7:18 - 7:22But what was also interesting
was that none of them actually scaled. -
7:22 - 7:26All of them were limited
to 50, 100 or 500 schools. -
7:26 - 7:29And here, we were looking
for a solution for 15,000 schools. -
7:29 - 7:31So we looked into why,
-
7:31 - 7:34if these things actually work,
why don't they actually scale? -
7:35 - 7:38What happens is that
when a typical NGO comes in, -
7:38 - 7:40they not only bring in their expertise
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7:40 - 7:43but they also bring in
additional resources. -
7:43 - 7:45So they might bring in money,
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7:45 - 7:46they might bring in people,
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7:46 - 7:48they might bring in technology.
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7:48 - 7:52And in the 50 or 100 schools
that they actually operate in, -
7:52 - 7:55those additional resources
actually create a difference. -
7:55 - 7:58But now imagine that the head of this NGO
-
7:58 - 8:01goes to the head
of the School Education Department -
8:01 - 8:04and says, "Hey, now let's do this
for 15,000 schools." -
8:04 - 8:08Where is that guy or girl
going to find the money -
8:08 - 8:10to actually scale this up
to 15,000 schools? -
8:10 - 8:12He doesn't have the additional money,
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8:12 - 8:14he doesn't have the resources.
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8:14 - 8:16And hence, innovations don't scale.
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8:17 - 8:20So right at the beginning
of the project, what we said was, -
8:20 - 8:23"Whatever we have to do
has to be scalable, -
8:23 - 8:26it has to work in all 15,000 schools."
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8:26 - 8:30And hence, it has to work
within the existing budgets -
8:30 - 8:33and resources that the state actually has.
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8:34 - 8:35Much easier said than done.
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8:35 - 8:37(Laughter)
-
8:37 - 8:39I think this was definitely
the point in time -
8:39 - 8:41when my team hated me.
-
8:41 - 8:46We spent a lot of long hours
in office, in cafés, -
8:46 - 8:47sometimes even in bars,
-
8:47 - 8:49scratching out heads and saying,
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8:49 - 8:52"Where are the solutions,
how are we going to solve this problem?" -
8:52 - 8:56In the end, I think we did
find solutions to many of the issues. -
8:56 - 8:58I'll give you an example.
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8:58 - 9:00In the context of effective learning,
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9:00 - 9:03one of the things people talk about
is hands-on learning. -
9:03 - 9:06Children shouldn't memorize
things from books, -
9:06 - 9:07they should do activities,
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9:07 - 9:09and that's a more effective way to learn.
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9:09 - 9:12Which basically means
giving students things -
9:12 - 9:15like beads, learning rods, abacuses.
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9:15 - 9:18But we did not have
the budgets to give that -
9:18 - 9:20to 15,000 schools, 2 million children.
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9:20 - 9:22We needed another solution.
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9:22 - 9:24We couldn't think of anything.
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9:24 - 9:27One day, one of our team members
went to a school -
9:27 - 9:32and saw a teacher pick up sticks
and stones from the garden outside -
9:32 - 9:33and take them into the classroom
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9:33 - 9:35and give them to the students.
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9:36 - 9:39That was a huge eureka moment for us.
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9:40 - 9:42So what happens now
in the textbooks in Haryana -
9:43 - 9:45is that after every concept,
we have a little box -
9:45 - 9:48which are instructions
for the teachers which say, -
9:48 - 9:52"To teach this concept,
here's an activity that you can do. -
9:52 - 9:55And by the way, in order
to actually do this activity, -
9:55 - 9:58here are things that you can use
from your immediate environment, -
9:58 - 10:01whether it be the garden outside
or the classroom inside, -
10:01 - 10:04which can be used
as learning aids for kids." -
10:04 - 10:07And we see teachers all over Haryana
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10:07 - 10:10using lots of innovative things
to be able to teach students. -
10:11 - 10:14So in this way, whatever we designed,
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10:14 - 10:16we were actually able to implement it
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10:16 - 10:19across all 15,000 schools from day one.
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10:20 - 10:22Now, this brings me to my last point.
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10:23 - 10:26How do you implement something
across 15,000 schools -
10:26 - 10:28and 100,000 teachers?
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10:28 - 10:30The department used to have a process
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10:30 - 10:32which is very interesting.
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10:32 - 10:34I like to call it "The Chain of Hope."
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10:36 - 10:39They would write a letter
from the headquarters -
10:39 - 10:40and send it to the next level,
-
10:40 - 10:42which was the district offices.
-
10:42 - 10:45They would hope that in each
of these district offices, -
10:45 - 10:49an officer would get the letter,
would open it, read it -
10:49 - 10:51and then forward it to the next level,
-
10:51 - 10:53which was the block offices.
-
10:53 - 10:57And then you would hope
that at the block office, -
10:57 - 10:58somebody else got the letter,
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10:58 - 11:02opened it, read it and forwarded it
eventually to the 15,000 principals. -
11:02 - 11:05And then one would hope
that the principals -
11:05 - 11:08got the letter, received it,
understood it -
11:08 - 11:10and started implementing it.
-
11:10 - 11:11It was a little bit ridiculous.
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11:13 - 11:15Now, we knew technology was the answer,
-
11:15 - 11:17but we also knew
that most of these schools -
11:17 - 11:19don't have a computer or email.
-
11:20 - 11:24However, what the teachers do have
are smartphones. -
11:24 - 11:28They're constantly on SMS,
on Facebook and on WhatsApp. -
11:29 - 11:31So what now happens in Haryana is,
-
11:31 - 11:36all principals and teachers are divided
into hundreds of WhatsApp groups -
11:36 - 11:38and anytime something needs
to be communicated, -
11:38 - 11:41it's just posted across
all WhatsApp groups. -
11:41 - 11:44It spreads like wildfire.
-
11:44 - 11:47You can immediately check
who has received it, -
11:47 - 11:48who has read it.
-
11:48 - 11:52Teachers can ask clarification
questions instantaneously. -
11:52 - 11:53And what's interesting is,
-
11:53 - 11:57it's not just the headquarters
who are answering these questions. -
11:57 - 11:59Another teacher from
a completely different part of the state -
11:59 - 12:02will stand up and answer the question.
-
12:02 - 12:05Everybody's acting
as everybody's peer group, -
12:05 - 12:06and things are getting implemented.
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12:08 - 12:10So today, when you go
to a school in Haryana, -
12:10 - 12:12things look different.
-
12:12 - 12:14The teachers are back inside classrooms,
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12:14 - 12:15they're teaching.
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12:15 - 12:17Often with innovative techniques.
-
12:18 - 12:21When a supervisor
comes to visit the classroom, -
12:21 - 12:25he or she not only checks
the construction of the toilet -
12:25 - 12:27but also what is the quality of teaching.
-
12:28 - 12:31Once a quarter,
all students across the state -
12:31 - 12:33are assessed on their learning outcomes
-
12:33 - 12:36and schools which are
doing well are rewarded. -
12:36 - 12:39And schools which are not doing so well
-
12:39 - 12:41find themselves having
difficult conversations. -
12:42 - 12:44Of course, they also get
additional support -
12:44 - 12:46to be able to do better in the future.
-
12:47 - 12:49In the context of education,
-
12:49 - 12:51it's very difficult
to see results quickly. -
12:52 - 12:55When people talk about systemic,
large-scale change, -
12:55 - 12:58they talk about periods
of 7 years and 10 years. -
12:58 - 12:59But not in Haryana.
-
13:00 - 13:04In the last one year, there have been
three independent studies, -
13:04 - 13:07all measuring student learning outcomes,
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13:07 - 13:09which indicate that something fundamental,
-
13:09 - 13:11something unique is happening in Haryana.
-
13:12 - 13:15Learning levels of children
have stopped declining, -
13:15 - 13:16and they have started going up.
-
13:16 - 13:20Haryana is one of the few
states in the country -
13:20 - 13:21which is showing an improvement,
-
13:21 - 13:25and certainly the one that is showing
the fastest rate of improvement. -
13:26 - 13:27These are still early signs,
-
13:27 - 13:29there's a long way to go,
-
13:29 - 13:31but this gives us a lot of hope
for the future. -
13:33 - 13:34I recently went to a school,
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13:34 - 13:36and as I was leaving,
-
13:36 - 13:38I ran into a lady,
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13:38 - 13:39her name was Parvati,
-
13:39 - 13:40she was the mother of a child,
-
13:40 - 13:41and she was smiling.
-
13:42 - 13:45And I said, "Why are you smiling,
what's going on?" -
13:45 - 13:48And she said, "I don't know
what's going on, -
13:48 - 13:51but what I do know
is that my children are learning, -
13:51 - 13:52they're having fun,
-
13:52 - 13:55and for the time being, I'll stop
my search for a private school -
13:55 - 13:56to send them to."
-
13:58 - 14:00So I go back to where I started:
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14:00 - 14:01Can government systems transform?
-
14:02 - 14:04I certainly believe so.
-
14:04 - 14:06I think if you give them the right levers,
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14:06 - 14:07they can move mountains.
-
14:08 - 14:09Thank you.
-
14:09 - 14:15(Applause)
- Title:
- How to fix a broken education system ... without any more money
- Speaker:
- Seema Bansal
- Description:
-
Seema Bansal forged a path to public education reform for 15,000 schools in Haryana, India, by setting an ambitious goal: by 2020, 80 percent of children should have grade-level knowledge. She's looking to meet this goal by seeking reforms that will work in every school without additional resources. Bansal and her team have found success using creative, straightforward techniques such as communicating with teachers using SMS group chats, and they have already measurably improved learning and engagement in Haryana's schools.
- Video Language:
- English
- Team:
- closed TED
- Project:
- TEDTalks
- Duration:
- 14:28
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