School Transformation

In his essay, Mainak Roy foregrounds the human aspects of school improvement—the need to design for collaborations and nurturance of deep relationships; the imperative of addressing social and emotional needs of students, teachers, and parents; and the desirability of building learning continuums between homes and schools.

In her piece titled ‘Two interventions in school improvement,’ Anita Dagar discusses how processes of organizational development are key to school improvement, based on the learnings from facilitating two programs in this space.

B. S. Rishikesh’s article focuses on a very pertinent issue in this context; this is related to the idea of school complexes that is put forth in the NEP as a potential solution of the problem of under-resourcing of government schools.

Rucha Pande, from a field-based perspective, emphasizes on the need to focus on the school as a unit of change and school leaders as important stakeholders in our school improvement journeys.

Sujatha Rao’s perspective-building article provides the global and the national contexts for the various models and approaches of school improvement at work in the country.

In this Ground Zero article, we discuss how organizations across the country are working towards enhancing quality to ensure equity in educational outcomes and thereby ensuring continuous school improvement processes.