Standardization and Localization are not Incompatible: The
Gyan Shala Schools, India and “Simplifying Education”
Standardization can be construed as
synonymous with a stifling of innovation, a lack of autonomy, and a derailment
of the process of creating relevance for schooling materials. However,
standardization can also be an extremely
effective way of utilizing untrained teachers and bringing quality into
historically marginalized classrooms.
The work of Gyan Shala, an NGO
based in Ahmedabad, India, does this just, and the results have been fantastic;
outputs have greatly exceeded both governmental and private schools in the
area, illuminating the value of simplicity and of effective scaffolding for
inexperienced teachers. In the push for localization of materials, which I have
highlighted as a positive force for educational development, we must also
counter our beliefs with the necessity for ease of implementation (hitherou
remedied, in my own analysis, by the deployment of individualized incentives).
We must always be careful of becoming too complex with our answers and
solutions,; the simplest solution can often unleash the most positive of
ramifications.
Gyan Shala, “provides remarkable
performance at uncommonly low cost…from a radically-engineered teaching
methodology that focuses on learning processes…a standardized curriculum and
lesson plans, which are supplemented by extensive learning aids and continuous
monitoring of classroom processes for regular staff feedback.” (Emerging
Markets, Emerging Models, 2009; 58). The key concepts and takeaways from this
model (from my own analysis), are as follows:
·
Monitoring
and Feedback: providing teachers
with actual oversight and recommendations on a weekly basis is an incredibly
necessary tool that is simply not done, even in the developed world; weekly
monitoring has enormous potential for both reinforcing positive processes and
mitigating unproductive processes, if those who are performing the monitoring
have the proper incentives to provide unbiased and productive feedback that can
further enhance learning outcomes; this will also, obviously have positive
spillover effects for teacher attendance
·
Standardization:
Ease and simplicity are the fundamental concepts that can be taken away from
this model; understanding classroom practice demands understanding change
theory and individual incentives for classroom practices; teachers will do what
is easy and manageable, and providing validated models and scaffolding can
bring immense advantages and subsequent ensuring of follow-through
·
Extensive
Use of Learning Aids: this is a core component of the success of this
project, and the one area that will make duplication exceedingly challenging
for the public sector; however, as is the challenge with localization of
materials and subsequent innovation has shown, this is not insurmountable given
proper governmental oversight and involvement
