Seema Bansal: How to fix a broken education system ... without any more money
Seema Bansal: Ako napraviť nefunkčný vzdelávací systém... bez peňazí
BCG's Seema Bansal asks: Can governments actually make a meaningful difference in education? And rapidly? Yes, it turns out. Full bio
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failing government systems.
je veľmi zložité.
set in their ways,
že majú svoje zabehnuté chodníčky,
is just too bureaucratic
príliš veľa byrokracie
to challenge that theory.
túto teóriu spochybniť.
of a very large government system
o jednom veľkom štátnom systéme,
on the path of reform
celkom pôsobivé výsledky
fairly spectacular results
in a public school in India looks like.
v štátnej škole v Indii.
who's lived in India all her life,
a to žijem v Indii od narodenia,
is fairly heartbreaking.
mám slzy na krajíčku.
so far behind in their education
urobiť jednoduché sčítanie,
a grammatically correct sentence.
would expect an 8-year-old
očakávali, že ich zvládne aj 8-ročný.
not only offer free education --
nielen bezplatné vzdelanie,
free workbooks, free meals,
pracovné zošity, jedlo,
študovať aj na štipendium.
out of public schools
to put them in private schools.
a dať ich do súkromných.
in a far richer country, the US,
v oveľa bohatšej krajine, v USA,
the Indian public education system is.
v ktorom je indické štátne školstvo.
that I got a call in the summer of 2013
som dostala v lete 2013 telefonát
called Surina Rajan.
ktorá sa volá Surina Rajan.
of the Department of School Education
Ministerstva školstva
heading this department
riadim toto ministerstvo
and nothing seems to work.
a vyzerá to, že nič z toho nefunguje.
a little bit to you.
Haryanu predstaviť.
which has 30 million people.
children in those public schools.
or Canada transform itself.
že dôjde k zmene.
I was very painfully aware of two things.
vedomá dvoch bolestných skutočností.
anything like this before.
som nič podobné nerobila.
perhaps without too much success.
a pravdepodobne s minimálnou úspešnosťou.
looked across the country
a zrealizovať v Haryane.
and replicate in Haryana.
our own journey.
že si cestu musíme vyšľapať sami.
and as we jumped in,
a od prvej chvíle
množstvo rôznych nápadov.
the way we recruit teachers,
prijímacích pohovorov pre učiteľov,
a zaškoľme ich,
learning tours,
we had 50 ideas on the table,
sme mali na stole 50 návrhov,
going to be able to implement 50 things.
neboli schopní zaviesť 50 nových vecí.
„Počkať, stop.
what is it we're trying to achieve."
čo sa snažíme dosiahnuť.“
which said: by 2020,
do roku 2020
to be at grade-level knowledge.
spĺňalo štandardy adekvátne ich úrovni.
don't matter here,
is how specific the goal is.
ako veľmi konkrétny ten cieľ je.
to take all those ideas
sme mohli prehodnotiť všetky návrhy,
we were going to implement.
ktoré z nich zrealizujeme.
If yes, let's keep it.
Ak áno, nechajme si ho,
then let's put it aside.
odložme ho stranou.
having a very specific goal right up front
jasne stanovený, veľmi konkrétny cieľ
very sharp and focused
podstatné veci a sústrediť sa na ne
the last two and a half years,
na uplynulého dva a pol roka,
what are the issues, what is broken.
v čom bol problém, čo nefungovalo.
a lot of people told us
veľa ľudí nám povedalo,
they don't come into schools,
nechodia do školy,
they actually don't know how to teach.
a vlastne nevedia učiť.
we found something completely different.
zistili sme niečo úplne iné.
were actually inside schools.
riadne v škole.
of teaching elementary classes.
učiť základné triedy.
the construction of a classroom
had gone to a nearby bank branch
do neďalekej pobočky banky,
into kids' accounts.
na účty detí.
were spending all of their time
učiteľov všetok svoj čas tým,
supervised and served to the students.
výdaj jedla žiakom.
why are you not teaching?"
what's expected of us.
that he checks.
has the meal been served.
goes to a meeting at headquarters,
ide na stretnutie do centrály,
which are discussed."
over the last two decades,
že posledné dve desaťročia
of access, having enough schools,
dostupnosti a počtu škôl
into the schools.
aby sa deti dostali do školy.
launched a whole host of programs
the implicit executors of these programs.
tí, ktorí mali plniť tieto programy.
was not to actually train teachers further
ďalej ich školiť
that what is most important
inside classrooms and teach.
and measured and awarded
hodnotiť a odmeňovať
the education system,
so systémom výučby,
we found a few such core root causes
našli sme zopár kľúčových dôvodov,
shaping how people behaved in the system.
ako sa ľudia správali v rámci systému.
those specific things,
tieto konkrétne veci,
technology into schools,
vybaviť školy technológiou,
core issues
no kľúčových problémoch,
what the solutions were.
aké sú riešenia.
to recreate the wheel,
začarovanému kruhu,
and see what we can find."
„Poobzerajme sa v okolí, čo nájdeme.“
small pilot experiments
malé pilotné experimenty
and all over the world.
being done by foundations.
mimovládne organizácie a nadácie.
was that none of them actually scaled.
z toho sa nedalo uplatniť vo väčšom.
to 50, 100 or 500 schools.
alebo 500 škôl.
for a solution for 15,000 schools.
why don't they actually scale?
v malom, ale nie vo veľkom?
when a typical NGO comes in,
typická mimovládna organizácia
len ich odborné znalosti,
additional resources.
that they actually operate in,
v ktorých v skutočnosti pôsobia,
actually create a difference.
skutočne urobia rozdiel.
mimovládnej organizácie
of the School Education Department
for 15,000 schools."
to isté v 15 000 školách.“
going to find the money
to 15,000 schools?
na 15 000 škôl?
of the project, what we said was,
sme si povedali:
has to be scalable,
musí sa to dať rozšíriť,
within the existing budgets
v rámci súčasných rozpočtov
the point in time
in office, in cafés,
v kancelárii, v kaviarňach,
how are we going to solve this problem?"
Ako vyriešime tento problém?“
find solutions to many of the issues.
našli riešenie na veľa problémov.
is hands-on learning.
things from books,
giving students things
the budgets to give that
nedovoľoval dať toto všetko
went to a school
prišiel do školy
and stones from the garden outside
palice a kamene zo záhrady,
in the textbooks in Haryana
we have a little box
for the teachers which say,
here's an activity that you can do.
môžete použiť aj nasledujúcu aktivitu.
to actually do this activity,
from your immediate environment,
vo vašom okolí,
or the classroom inside,
alebo vo vnútri v triede,
as learning aids for kids."
ako pomôcka pre deti.“
to be able to teach students.
aby mohli učiť svojich žiakov.
across 15,000 schools
niečo do 15 tisíc škôl
from the headquarters
of these district offices,
would open it, read it
that at the block office,
eventually to the 15,000 principals.
nakoniec prepošle 15 tisíc riaditeľom.
that the principals
understood it
sa skrýva v technológii,
that most of these schools
že väčšina týchto škôl
are smartphones.
on Facebook and on WhatsApp.
sú na Facebooku a na WhatsAppe.
into hundreds of WhatsApp groups
porozdeľovaní do stoviek WhatsApp skupín
to be communicated,
all WhatsApp groups.
who has received it,
kto správu dostal,
questions instantaneously.
klásť doplňujúce otázky.
who are answering these questions.
a completely different part of the state
as everybody's peer group,
to a school in Haryana,
comes to visit the classroom,
the construction of the toilet
all students across the state
robíme so študentmi z celého štátu
doing well are rewarded.
difficult conversations.
additional support
ďalšej podpory,
to see results quickly.
large-scale change,
of 7 years and 10 years.
three independent studies,
tri nezávislé štúdie,
študijných výsledkov,
have stopped declining,
states in the country
the fastest rate of improvement.
je určite najrýchlejšia.
for the future.
do budúcnosti.
what's going on?"
čo sa deje?“
what's going on,
is that my children are learning,
my search for a private school
správne prostriedky,
ABOUT THE SPEAKER
Seema Bansal - Education innovatorBCG's Seema Bansal asks: Can governments actually make a meaningful difference in education? And rapidly? Yes, it turns out.
Why you should listen
BCG's Seema Bansal is an associate director in the New Delhi office. Since joining BCG in 2000, she has worked extensively in financial services and telecommunications. Today, Bansal leads BCG's social impact and development practice in India, and works on disparate projects in fields including education, food security and nutrition and governance within government agencies.
Bansal earned an MBA from the Indian Institute of Management in Calcutta, and a degree in electronics and electrical communication from Punjab Engineering College in Chandigarh.
Seema Bansal | Speaker | TED.com