TED@BCG Paris
Seema Bansal: How to fix a broken education system ... without any more money
Seema Bansal: Ako napraviť nefunkčný vzdelávací systém... bez peňazí
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Seema Bansal vypracovala plán reformy verejného školstva pre 15 000 škôl v indickom štáte Haryana, pričom stanovila odvážny cieľ: V roku 2020 bude 80 % detí spĺňať štandardy adekvátne ich úrovni vzdelania. So zreteľom na tento cieľ sa snaží implementovať reformy, ktorých celoplošná realizácia by nepotrebovala žiadne ďalšie finančné zdroje. Bansal a jej tím zožali úspech kreatívnymi, priamymi metódami ako napr. kontakt s učiteľmi cez skupinové SMS chaty. Ich činnosť preukázateľne zlepšia výučbu a plnenie záväzkov v školách v Haryane.
Seema Bansal - Education innovator
BCG's Seema Bansal asks: Can governments actually make a meaningful difference in education? And rapidly? Yes, it turns out. Full bio
BCG's Seema Bansal asks: Can governments actually make a meaningful difference in education? And rapidly? Yes, it turns out. Full bio
Double-click the English transcript below to play the video.
00:12
So we all have our own biases.
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Každý z nás má nejaké predsudky.
00:15
For example, some of us tend to think
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Napríklad niektorí majú sklon myslieť si,
00:17
that it's very difficult to transform
failing government systems.
failing government systems.
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že zmeniť rozpadávajúce sa vládne systémy
je veľmi zložité.
je veľmi zložité.
00:21
When we think of government systems,
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Keď myslíme na vládu a jej systémy,
00:23
we tend to think that they're archaic,
set in their ways,
set in their ways,
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väčšinou si myslíme, že sú zastaralé,
že majú svoje zabehnuté chodníčky,
že majú svoje zabehnuté chodníčky,
00:27
and perhaps, the leadership
is just too bureaucratic
is just too bureaucratic
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možno je na vysokých postoch
príliš veľa byrokracie
príliš veľa byrokracie
na to, aby došlo k zmenám.
00:29
to be able to change things.
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00:32
Well, today, I want
to challenge that theory.
to challenge that theory.
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No, dnes si dovolím
túto teóriu spochybniť.
túto teóriu spochybniť.
00:35
I want to tell you a story
of a very large government system
of a very large government system
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Chcem vám porozprávať príbeh
o jednom veľkom štátnom systéme,
o jednom veľkom štátnom systéme,
00:39
that has not only put itself
on the path of reform
on the path of reform
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ktorý sa nielen vydal po ceste reforiem,
ale taktiež dosiahol
celkom pôsobivé výsledky
celkom pôsobivé výsledky
00:43
but has also shown
fairly spectacular results
fairly spectacular results
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za menej než tri roky.
00:46
in less than three years.
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00:48
This is what a classroom
in a public school in India looks like.
in a public school in India looks like.
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Takto vyzerá trieda
v štátnej škole v Indii.
v štátnej škole v Indii.
00:53
There are 1 million such schools in India.
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Takýchto škôl je v Indii 1 milión.
00:55
And even for me,
who's lived in India all her life,
who's lived in India all her life,
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A dokonca aj ja sama,
a to žijem v Indii od narodenia,
a to žijem v Indii od narodenia,
00:59
walking into one of these schools
is fairly heartbreaking.
is fairly heartbreaking.
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keď vchádzam do jednej z týchto škôl,
mám slzy na krajíčku.
mám slzy na krajíčku.
01:03
By the time kids are 11,
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Z detí vo veku 11 rokov,
01:05
50 percent of them have fallen
so far behind in their education
so far behind in their education
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50 % už v učive zaostáva tak veľmi,
že už nie sú schopné dobehnúť to.
01:09
that they have no hope to recover.
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01:11
11-year-olds cannot do simple addition,
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11-ročné deti nevedia
urobiť jednoduché sčítanie,
urobiť jednoduché sčítanie,
01:14
they cannot construct
a grammatically correct sentence.
a grammatically correct sentence.
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nevedia vytvoriť gramaticky správnu vetu.
01:17
These are things that you and I
would expect an 8-year-old
would expect an 8-year-old
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To sú veci, ktoré by ste vy aj ja
očakávali, že ich zvládne aj 8-ročný.
očakávali, že ich zvládne aj 8-ročný.
01:21
to be able to do.
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01:22
By the time kids are 13 or 14,
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Keď majú deti 13 alebo 14,
01:25
they tend to drop out of schools.
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začínajú chodiť poza školu.
01:28
In India, public schools
not only offer free education --
not only offer free education --
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V Indii štátne školy ponúkajú
nielen bezplatné vzdelanie,
nielen bezplatné vzdelanie,
01:31
they offer free textbooks,
free workbooks, free meals,
free workbooks, free meals,
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zadarmo sú aj učebnice,
pracovné zošity, jedlo,
pracovné zošity, jedlo,
01:35
sometimes even cash scholarships.
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niekedy je možné
študovať aj na štipendium.
študovať aj na štipendium.
01:37
And yet, 40 percent of the parents today
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Ale napriek tomu sa 40 % dnešných rodičov
01:40
are choosing to pull their children
out of public schools
out of public schools
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rozhodne zobrať deti zo štátnych škôl,
01:43
and pay out of their pockets
to put them in private schools.
to put them in private schools.
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siahnuť hlboko do vlastných vrecák
a dať ich do súkromných.
a dať ich do súkromných.
01:47
As a comparison,
in a far richer country, the US,
in a far richer country, the US,
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Pre porovnanie –
v oveľa bohatšej krajine, v USA,
v oveľa bohatšej krajine, v USA,
01:51
that number is only 10 percent.
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je to iba 10 %.
01:53
That's a huge statement on how broken
the Indian public education system is.
the Indian public education system is.
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To nám prezrádza veľmi veľa o stave,
v ktorom je indické štátne školstvo.
v ktorom je indické štátne školstvo.
01:59
So it was with that background
that I got a call in the summer of 2013
that I got a call in the summer of 2013
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Takže uprostred tohoto všetkého
som dostala v lete 2013 telefonát
som dostala v lete 2013 telefonát
02:03
from an absolutely brilliant lady
called Surina Rajan.
called Surina Rajan.
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od jednej úplne úžasnej pani,
ktorá sa volá Surina Rajan.
ktorá sa volá Surina Rajan.
02:07
She was, at that time, the head
of the Department of School Education
of the Department of School Education
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V tom čase bola na čele
Ministerstva školstva
Ministerstva školstva
02:11
in a state called Haryana in India.
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v štáte Haryana v Indii.
02:14
So she said to us, "Look, I've been
heading this department
heading this department
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Tak nám povedala: „Pozrite,
riadim toto ministerstvo
riadim toto ministerstvo
02:17
for the last two years.
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už dva roky.
02:18
I've tried a number of things,
and nothing seems to work.
and nothing seems to work.
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Vyskúšala som množstvo vecí,
a vyzerá to, že nič z toho nefunguje.
a vyzerá to, že nič z toho nefunguje.
02:22
Can you possibly help?"
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Vedeli by ste pomôcť?“
02:24
Let me describe Haryana
a little bit to you.
a little bit to you.
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Dovoľte mi v krátkosti vám
Haryanu predstaviť.
Haryanu predstaviť.
02:27
Haryana is a state
which has 30 million people.
which has 30 million people.
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Haryana je štát s 30 miliónmi obyvateľov.
02:31
It has 15,000 public schools
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Má 15 000 štátnych škôl,
02:34
and 2 million plus
children in those public schools.
children in those public schools.
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do ktorých chodí viac než 2 milióny detí.
02:38
So basically, with that phone call,
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Čiže ja som vlastne v tom telefonáte
02:40
I promised to help a state and system
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prisľúbila pomoc štátu a systému
02:43
which was as large as that of Peru
or Canada transform itself.
or Canada transform itself.
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veľkému ako Peru alebo Kanada,
že dôjde k zmene.
že dôjde k zmene.
02:48
As I started this project,
I was very painfully aware of two things.
I was very painfully aware of two things.
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Už od začiatku projektu som si bola
vedomá dvoch bolestných skutočností.
vedomá dvoch bolestných skutočností.
02:52
One, that I had never done
anything like this before.
anything like this before.
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Po prvé, nikdy v živote
som nič podobné nerobila.
som nič podobné nerobila.
02:55
And two, many others had,
perhaps without too much success.
perhaps without too much success.
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Po druhé, iní už áno –
a pravdepodobne s minimálnou úspešnosťou.
a pravdepodobne s minimálnou úspešnosťou.
03:00
As my colleagues and I
looked across the country
looked across the country
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Keď sme s kolegami hľadali v rámci krajiny
03:03
and across the world,
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a po celom svete,
03:04
we couldn't find another example
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nenašli sme žiaden iný príklad,
ktorý by sme mohli jednoducho zobrať
a zrealizovať v Haryane.
a zrealizovať v Haryane.
03:06
that we could just pick up
and replicate in Haryana.
and replicate in Haryana.
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03:09
We knew that we had to craft
our own journey.
our own journey.
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Vedeli sme,
že si cestu musíme vyšľapať sami.
že si cestu musíme vyšľapať sami.
03:12
But anyway, we jumped right in
and as we jumped in,
and as we jumped in,
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Aj tak sme sa však na to dali
a od prvej chvíle
a od prvej chvíle
03:15
all sorts of ideas started flying at us.
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sa okolo nás vynorilo
množstvo rôznych nápadov.
množstvo rôznych nápadov.
03:18
People said, "Let's change
the way we recruit teachers,
the way we recruit teachers,
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Ľudia vraveli: „Zmeňme spôsob
prijímacích pohovorov pre učiteľov,
prijímacích pohovorov pre učiteľov,
03:21
let's hire new principals and train them
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zamestnajme nových riaditeľov
a zaškoľme ich,
a zaškoľme ich,
03:24
and send them on international
learning tours,
learning tours,
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pošlime ich na medzinárodné semináre,
03:26
let's put technology inside classrooms."
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dajme do tried viac technológie.“
03:29
By the end of week one,
we had 50 ideas on the table,
we had 50 ideas on the table,
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Koncom prvého týždňa
sme mali na stole 50 návrhov,
sme mali na stole 50 návrhov,
03:31
all amazing, all sounded right.
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všetky úžasné, všetky vyzerali správne.
03:34
There was no way we were
going to be able to implement 50 things.
going to be able to implement 50 things.
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V žiadnom prípade sme však
neboli schopní zaviesť 50 nových vecí.
neboli schopní zaviesť 50 nových vecí.
03:39
So I said, "Hang on, stop.
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Tak som teda povedala:
„Počkať, stop.
„Počkať, stop.
03:41
Let's first at least decide
what is it we're trying to achieve."
what is it we're trying to achieve."
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V prvom rade sa zhodnime na tom,
čo sa snažíme dosiahnuť.“
čo sa snažíme dosiahnuť.“
03:44
So with a lot of push and pull and debate,
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A tak po mnohej práci a debatách,
03:47
Haryana set itself a goal
which said: by 2020,
which said: by 2020,
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si Haryana stanovila nasledovný cieľ:
do roku 2020
do roku 2020
03:51
we want 80 percent of our children
to be at grade-level knowledge.
to be at grade-level knowledge.
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chceme, aby 80 % našich detí
spĺňalo štandardy adekvátne ich úrovni.
spĺňalo štandardy adekvátne ich úrovni.
03:55
Now the specifics of the goal
don't matter here,
don't matter here,
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Na detailoch daného cieľu nezáleží,
03:58
but what matters
is how specific the goal is.
is how specific the goal is.
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záleží však na tom,
ako veľmi konkrétny ten cieľ je.
ako veľmi konkrétny ten cieľ je.
04:01
Because it really allowed us
to take all those ideas
to take all those ideas
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Lebo vďaka tomu
sme mohli prehodnotiť všetky návrhy,
sme mohli prehodnotiť všetky návrhy,
04:04
which were being thrown at us
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ktoré sa na nás sypali,
04:06
and say which ones
we were going to implement.
we were going to implement.
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a mohli sme povedať,
ktoré z nich zrealizujeme.
ktoré z nich zrealizujeme.
04:08
Does this idea support this goal?
If yes, let's keep it.
If yes, let's keep it.
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Pomôže tento nápad tomuto cieľu?
Ak áno, nechajme si ho,
Ak áno, nechajme si ho,
04:12
But if it doesn't or we're not sure,
then let's put it aside.
then let's put it aside.
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ale ak nie, alebo ak si nie sme istí,
odložme ho stranou.
odložme ho stranou.
04:16
As simple as it sounds,
having a very specific goal right up front
having a very specific goal right up front
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Znie to príliž jednoducho, ale
jasne stanovený, veľmi konkrétny cieľ
jasne stanovený, veľmi konkrétny cieľ
04:20
has really allowed us to be
very sharp and focused
very sharp and focused
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nám naozaj pomohol všímať si
podstatné veci a sústrediť sa na ne
podstatné veci a sústrediť sa na ne
04:24
in our transformation journey.
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na ceste za zmenou.
04:25
And looking back over
the last two and a half years,
the last two and a half years,
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A keď sa pozriem
na uplynulého dva a pol roka,
na uplynulého dva a pol roka,
04:28
that has been a huge positive for us.
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ten čas bol pre nás obrovským prínosom.
04:31
So we had the goal,
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Takže sme mali cieľ,
04:32
and now we needed to figure out
what are the issues, what is broken.
what are the issues, what is broken.
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a potom sme museli prísť na to,
v čom bol problém, čo nefungovalo.
v čom bol problém, čo nefungovalo.
04:37
Before we went into schools,
a lot of people told us
a lot of people told us
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Pred tým, než sme šli do škôl,
veľa ľudí nám povedalo,
veľa ľudí nám povedalo,
04:39
that education quality is poor
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že kvalita vzdelávania je veľmi nízka,
04:41
because either the teachers are lazy,
they don't come into schools,
they don't come into schools,
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pretože učitelia sú buď leniví –
nechodia do školy,
nechodia do školy,
04:45
or they're incapable,
they actually don't know how to teach.
they actually don't know how to teach.
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alebo sú neschopní,
a vlastne nevedia učiť.
a vlastne nevedia učiť.
04:49
Well, when we went inside schools,
we found something completely different.
we found something completely different.
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No, keď sme začali chodiť do škôl,
zistili sme niečo úplne iné.
zistili sme niečo úplne iné.
04:53
On most days, most teachers
were actually inside schools.
were actually inside schools.
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Väčšinu dní bola väčšina učiteľov
riadne v škole.
riadne v škole.
04:57
And when you spoke with them,
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A keď ste s nimi hovorili,
04:59
you realized they were perfectly capable
of teaching elementary classes.
of teaching elementary classes.
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uvedomili ste si, že sú naozaj schopní
učiť základné triedy.
učiť základné triedy.
05:03
But they were not teaching.
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Ale oni neučili.
05:06
I went to a school
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Navštívila som školu,
05:08
where the teachers were getting
the construction of a classroom
the construction of a classroom
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kde učitelia dozerali na stavbu triedy
05:11
and a toilet supervised.
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a toaliet.
05:13
I went to another school
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Prišla som do ďalšej školy,
05:15
where two of the teachers
had gone to a nearby bank branch
had gone to a nearby bank branch
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kde dvaja učitelia išli
do neďalekej pobočky banky,
do neďalekej pobočky banky,
05:18
to deposit scholarship money
into kids' accounts.
into kids' accounts.
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aby uložili peniaze zo štipendia
na účty detí.
na účty detí.
05:21
At lunchtime, most teachers
were spending all of their time
were spending all of their time
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V čase obeda strávila väčšina
učiteľov všetok svoj čas tým,
učiteľov všetok svoj čas tým,
05:25
getting the midday meal cooking,
supervised and served to the students.
supervised and served to the students.
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že dozerali na varenie a
výdaj jedla žiakom.
výdaj jedla žiakom.
05:30
So we asked the teachers,
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Opýtali sme sa učiteľov:
05:32
"What's going on,
why are you not teaching?"
why are you not teaching?"
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„Čo sa deje, prečo neučíte?“
05:35
And they said, "This is
what's expected of us.
what's expected of us.
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A oni na to: „Toto sa od nás vyžaduje.
05:38
When a supervisor comes to visit us,
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Keď k nám príde kontrola,
05:40
these are exactly the things
that he checks.
that he checks.
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toto sú presne veci, ktoré sa kontrolujú.
05:43
Has the toilet been made,
has the meal been served.
has the meal been served.
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Sú vybudované toalety? Podáva sa jedlo?
05:45
When my principal
goes to a meeting at headquarters,
goes to a meeting at headquarters,
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Keď môj riaditeľ
ide na stretnutie do centrály,
ide na stretnutie do centrály,
05:49
these are exactly the things
which are discussed."
which are discussed."
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presne o týchto veciach sa diskutuje.“
05:52
You see, what had happened was,
over the last two decades,
over the last two decades,
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Čiže, stalo sa to,
že posledné dve desaťročia
že posledné dve desaťročia
05:56
India had been fighting the challenge
of access, having enough schools,
of access, having enough schools,
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sa India pasuje s výzvou
dostupnosti a počtu škôl
dostupnosti a počtu škôl
06:00
and enrollment, bringing children
into the schools.
into the schools.
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a so zápismi,
aby sa deti dostali do školy.
aby sa deti dostali do školy.
06:03
So the government
launched a whole host of programs
launched a whole host of programs
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Tak vláda spustila celú kopu programov
06:06
to address these challenges,
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ako čeliť týmto výzvam,
06:08
and the teachers became
the implicit executors of these programs.
the implicit executors of these programs.
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a učitelia sa implicitne stali
tí, ktorí mali plniť tieto programy.
tí, ktorí mali plniť tieto programy.
06:13
Not explicitly, but implicitly.
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Nie explicitne, ale implicitne.
06:16
And now, what was actually needed
was not to actually train teachers further
was not to actually train teachers further
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Čiže v skutočnosti nebolo potrebné
ďalej ich školiť
ďalej ich školiť
06:21
or to monitor their attendance
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alebo sledovať ich dochádzku,
06:23
but to tell them
that what is most important
that what is most important
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ale povedať im, že najdôležitejšie je,
06:27
is for them to go back
inside classrooms and teach.
inside classrooms and teach.
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aby sa vrátili do tried a aby učili.
06:30
They needed to be monitored
and measured and awarded
and measured and awarded
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Je potrebné monitorovať ich,
hodnotiť a odmeňovať
hodnotiť a odmeňovať
06:34
on the quality of teaching
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na základe kvality výučby
06:35
and not on all sorts of other things.
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a nie množstva iných vecí.
06:38
So as we went through
the education system,
the education system,
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Ako sme sa tak zoznamovali
so systémom výučby,
so systémom výučby,
06:40
as we delved into it deeper,
we found a few such core root causes
we found a few such core root causes
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a išli sme stále hlbšie,
našli sme zopár kľúčových dôvodov,
našli sme zopár kľúčových dôvodov,
06:45
which were determining, which were
shaping how people behaved in the system.
shaping how people behaved in the system.
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ktoré určovali, ovplyvňovali to,
ako sa ľudia správali v rámci systému.
ako sa ľudia správali v rámci systému.
06:49
And we realized that unless we change
those specific things,
those specific things,
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A uvedomili sme si, že kým nezmeníme
tieto konkrétne veci,
tieto konkrétne veci,
06:53
we could do a number of other things.
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práca na ostatných je zbytočná.
06:55
We could train, we could put
technology into schools,
technology into schools,
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Mohli by sme robiť školenia,
vybaviť školy technológiou,
vybaviť školy technológiou,
06:58
but the system wouldn't change.
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406493
1980
ale systém by sa nezmenil.
07:00
And addressing these non-obvious
core issues
core issues
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A práca na týchto, spočiatku vágnych,
no kľúčových problémoch,
no kľúčových problémoch,
07:03
became a key part of the program.
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bola najdôležitejšou časťou programu.
07:06
So, we had the goal and we had the issues,
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2952
Takže, mali sme cieľ a mali sme problémy,
07:09
and now we needed to figure out
what the solutions were.
what the solutions were.
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a tak sme potrebovali prísť na to,
aké sú riešenia.
aké sú riešenia.
07:12
We obviously did not want
to recreate the wheel,
to recreate the wheel,
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Samozrejme, chceli sme sa vyhnúť
začarovanému kruhu,
začarovanému kruhu,
07:15
so we said, "Let's look around
and see what we can find."
and see what we can find."
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tak sme si povedali:
„Poobzerajme sa v okolí, čo nájdeme.“
„Poobzerajme sa v okolí, čo nájdeme.“
07:18
And we found these beautiful,
small pilot experiments
small pilot experiments
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A našli sme krásne
malé pilotné experimenty
malé pilotné experimenty
07:23
all over the country
and all over the world.
and all over the world.
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2171
po celej krajine a po celom svete.
07:26
Small things being done by NGOs,
being done by foundations.
being done by foundations.
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Boli to malé veci, za ktorými stáli
mimovládne organizácie a nadácie.
mimovládne organizácie a nadácie.
07:30
But what was also interesting
was that none of them actually scaled.
was that none of them actually scaled.
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Zaujímavé bolo však aj to, že nič
z toho sa nedalo uplatniť vo väčšom.
z toho sa nedalo uplatniť vo väčšom.
07:34
All of them were limited
to 50, 100 or 500 schools.
to 50, 100 or 500 schools.
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Všetko bolo obmedzené na 50, 100
alebo 500 škôl.
alebo 500 škôl.
07:37
And here, we were looking
for a solution for 15,000 schools.
for a solution for 15,000 schools.
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A my sme hľadali riešenie pre 15 000 škôl.
Tak sme sa pozreli bližšie na dôvod,
07:41
So we looked into why,
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1704
07:42
if these things actually work,
why don't they actually scale?
why don't they actually scale?
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prečo tieto veci fungujú,
v malom, ale nie vo veľkom?
v malom, ale nie vo veľkom?
07:46
What happens is that
when a typical NGO comes in,
when a typical NGO comes in,
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Deje sa to, že
typická mimovládna organizácia
typická mimovládna organizácia
07:49
they not only bring in their expertise
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2413
do projektu neprinesie
len ich odborné znalosti,
len ich odborné znalosti,
07:52
but they also bring in
additional resources.
additional resources.
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2515
ale aj ďalšie zdroje.
07:54
So they might bring in money,
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Takže môžu doniesť peniaze,
07:56
they might bring in people,
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môžu doniesť ľudí,
07:57
they might bring in technology.
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môžu doniesť technológiu.
07:59
And in the 50 or 100 schools
that they actually operate in,
that they actually operate in,
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A v 50 alebo 100 školách,
v ktorých v skutočnosti pôsobia,
v ktorých v skutočnosti pôsobia,
08:04
those additional resources
actually create a difference.
actually create a difference.
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tieto dodatočné zdroje
skutočne urobia rozdiel.
skutočne urobia rozdiel.
08:07
But now imagine that the head of this NGO
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2532
Ale predstavte si, že šéf tej
mimovládnej organizácie
mimovládnej organizácie
08:10
goes to the head
of the School Education Department
of the School Education Department
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2755
príde za šéfom Ministerstva školstva
08:12
and says, "Hey, now let's do this
for 15,000 schools."
for 15,000 schools."
155
480811
3265
a povie: „No, tak poďme teraz spraviť
to isté v 15 000 školách.“
to isté v 15 000 školách.“
08:16
Where is that guy or girl
going to find the money
going to find the money
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3453
Kde ten alebo tá nájde peniaze
08:19
to actually scale this up
to 15,000 schools?
to 15,000 schools?
157
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2704
na rozšírenie niečoho takého
na 15 000 škôl?
na 15 000 škôl?
08:22
He doesn't have the additional money,
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1762
Ten nemá ďalšie peniaze,
08:24
he doesn't have the resources.
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ten zas nemá zdroje.
08:25
And hence, innovations don't scale.
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493712
2351
A tak sa novinky nezavádzajú vo veľkom.
08:28
So right at the beginning
of the project, what we said was,
of the project, what we said was,
161
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3403
Takže hneď od začiatku projektu
sme si povedali:
sme si povedali:
08:32
"Whatever we have to do
has to be scalable,
has to be scalable,
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2646
„Čokoľvek máme robiť,
musí sa to dať rozšíriť,
musí sa to dať rozšíriť,
08:35
it has to work in all 15,000 schools."
163
503035
3287
musí to fungovať v každej z 15 000 škôl.“
08:38
And hence, it has to work
within the existing budgets
within the existing budgets
164
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3792
A teda, musí to fungovať
v rámci súčasných rozpočtov
v rámci súčasných rozpočtov
08:42
and resources that the state actually has.
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2531
a zdrojov, ktorými štát naozaj disponuje.
08:45
Much easier said than done.
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Ľahšie sa to ale povie, než robí.
08:47
(Laughter)
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(smiech)
08:48
I think this was definitely
the point in time
the point in time
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2156
Myslím, že práve v tom čase
08:51
when my team hated me.
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ma môj tím nenávidel.
08:52
We spent a lot of long hours
in office, in cafés,
in office, in cafés,
170
520912
5178
Dlhé hodiny sme trávili
v kancelárii, v kaviarňach,
v kancelárii, v kaviarňach,
08:58
sometimes even in bars,
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1295
dokonca niekedy aj v baroch
08:59
scratching out heads and saying,
172
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1663
škrabali sme sa po hlave a vraveli:
09:01
"Where are the solutions,
how are we going to solve this problem?"
how are we going to solve this problem?"
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3266
„Kde sú riešenia?
Ako vyriešime tento problém?“
Ako vyriešime tento problém?“
09:04
In the end, I think we did
find solutions to many of the issues.
find solutions to many of the issues.
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3780
Nakoniec sme, myslím,
našli riešenie na veľa problémov.
našli riešenie na veľa problémov.
09:08
I'll give you an example.
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1873
Dám vám príklad.
09:10
In the context of effective learning,
176
538111
1942
V kontexte efektívneho učenia
sa často hovorí o zážitkovom učení.
09:12
one of the things people talk about
is hands-on learning.
is hands-on learning.
177
540077
3285
09:15
Children shouldn't memorize
things from books,
things from books,
178
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2268
Deti by sa nemali učiť naspamäť z kníh,
09:17
they should do activities,
179
545678
1589
mali by robiť aktivity
09:19
and that's a more effective way to learn.
180
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1999
a to je oveľa efektívnejší spôsob učenia.
09:21
Which basically means
giving students things
giving students things
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2298
To teda znamená dať študentom veci ako
09:23
like beads, learning rods, abacuses.
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3422
korálky, náučné stavebnice, počítadlá.
09:27
But we did not have
the budgets to give that
the budgets to give that
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2454
Ale náš rozpočet nám
nedovoľoval dať toto všetko
nedovoľoval dať toto všetko
09:29
to 15,000 schools, 2 million children.
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2615
do 15 tisíc škôl s 2 miliónmi detí.
09:32
We needed another solution.
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1703
Potrebovali sme iné riešenie.
09:34
We couldn't think of anything.
186
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1546
Na nič sme ale nevedeli prísť.
09:36
One day, one of our team members
went to a school
went to a school
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2829
Raz jeden člen z nášho tímu
prišiel do školy
prišiel do školy
09:39
and saw a teacher pick up sticks
and stones from the garden outside
and stones from the garden outside
188
567221
4366
a videl, ako učiteľ zbiera
palice a kamene zo záhrady,
palice a kamene zo záhrady,
09:43
and take them into the classroom
189
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1821
berie ich do triedy
09:45
and give them to the students.
190
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1512
a dáva ich žiakom.
09:47
That was a huge eureka moment for us.
191
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2907
V tom momente sme prišli na skvelý nápad.
09:51
So what happens now
in the textbooks in Haryana
in the textbooks in Haryana
192
579617
2883
Dnes majú učebnice v Haryane
09:54
is that after every concept,
we have a little box
we have a little box
193
582524
2742
pri každej téme malý rámik
09:57
which are instructions
for the teachers which say,
for the teachers which say,
194
585290
2388
s návodom pre učiteľov, kde sa píše:
09:59
"To teach this concept,
here's an activity that you can do.
here's an activity that you can do.
195
587702
4156
„Keď budete učiť túto tému,
môžete použiť aj nasledujúcu aktivitu.
môžete použiť aj nasledujúcu aktivitu.
10:03
And by the way, in order
to actually do this activity,
to actually do this activity,
196
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3087
A aby ste ju mohli robiť,
10:06
here are things that you can use
from your immediate environment,
from your immediate environment,
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594993
3179
tu je zoznam pomôcok dostupných
vo vašom okolí,
vo vašom okolí,
10:10
whether it be the garden outside
or the classroom inside,
or the classroom inside,
198
598196
3021
či vonku v záhrade,
alebo vo vnútri v triede,
alebo vo vnútri v triede,
10:13
which can be used
as learning aids for kids."
as learning aids for kids."
199
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2445
toto všetko sa dá použiť
ako pomôcka pre deti.“
ako pomôcka pre deti.“
10:16
And we see teachers all over Haryana
200
604194
2446
Vidíme, ako učitelia z celej Haryany
10:18
using lots of innovative things
to be able to teach students.
to be able to teach students.
201
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3250
používajú množstvo inovatívnych vecí,
aby mohli učiť svojich žiakov.
aby mohli učiť svojich žiakov.
10:22
So in this way, whatever we designed,
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3585
Čiže takto sme mohli navrhnúť hocičo
10:26
we were actually able to implement it
203
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2078
a vedeli sme to aj reálne zaviesť
10:28
across all 15,000 schools from day one.
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616328
2804
do všetkých 15 tisíc škôl od prvého dňa.
10:32
Now, this brings me to my last point.
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To ma privádza k poslednému bodu.
10:34
How do you implement something
across 15,000 schools
across 15,000 schools
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3273
Ako zaviesť do praxe
niečo do 15 tisíc škôl
niečo do 15 tisíc škôl
10:37
and 100,000 teachers?
207
625811
1757
so 100 tisíc učiteľmi?
10:40
The department used to have a process
208
628357
2022
Ministerstvo využívalo postup,
10:42
which is very interesting.
209
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1274
ktorý bol veľmi zaujímavý.
10:43
I like to call it "The Chain of Hope."
210
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2701
Ja to rada volám „Reťaz nádeje“.
10:48
They would write a letter
from the headquarters
from the headquarters
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2360
Z centrály napísali list
10:50
and send it to the next level,
212
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1625
a poslali ho o úroveň nižšie,
10:52
which was the district offices.
213
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1483
čo boli okresné úrady.
10:54
They would hope that in each
of these district offices,
of these district offices,
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2657
Dúfali, že na každom okresnom úrade
10:56
an officer would get the letter,
would open it, read it
would open it, read it
215
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3975
pracovník dostane list, otvorí ho, prečíta
11:00
and then forward it to the next level,
216
648866
2094
a prepošle o úroveň nižšie,
11:02
which was the block offices.
217
650984
2007
čo boli miestne úrady.
11:05
And then you would hope
that at the block office,
that at the block office,
218
653015
3765
A potom dúfali, že na miestnom úrade
11:08
somebody else got the letter,
219
656804
1483
niekto ďalší ten list dostane,
11:10
opened it, read it and forwarded it
eventually to the 15,000 principals.
eventually to the 15,000 principals.
220
658311
4019
otvorí, prečíta a
nakoniec prepošle 15 tisíc riaditeľom.
nakoniec prepošle 15 tisíc riaditeľom.
11:14
And then one would hope
that the principals
that the principals
221
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2659
A potom bolo treba dúfať, že riaditelia
11:17
got the letter, received it,
understood it
understood it
222
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2647
dostanú list, príjmu ho, porozumejú mu
11:19
and started implementing it.
223
667708
1930
a začnú ho zavádzať do praxe.
11:21
It was a little bit ridiculous.
224
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1647
Bolo to trochu smiešne.
11:24
Now, we knew technology was the answer,
225
672684
2461
Vedeli sme, že odpoveď
sa skrýva v technológii,
sa skrýva v technológii,
11:27
but we also knew
that most of these schools
that most of these schools
226
675169
2141
ale taktiež sme vedeli,
že väčšina týchto škôl
že väčšina týchto škôl
11:29
don't have a computer or email.
227
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2077
nemá počítač alebo e-mail.
11:32
However, what the teachers do have
are smartphones.
are smartphones.
228
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3083
Čo ale učitelia majú, sú smartfóny.
11:35
They're constantly on SMS,
on Facebook and on WhatsApp.
on Facebook and on WhatsApp.
229
683604
4679
Neustále posielajú sms-ky,
sú na Facebooku a na WhatsAppe.
sú na Facebooku a na WhatsAppe.
11:40
So what now happens in Haryana is,
230
688650
2245
Takže v Haryane sa teraz deje to,
11:42
all principals and teachers are divided
into hundreds of WhatsApp groups
into hundreds of WhatsApp groups
231
690919
4620
že všetci riaditelia a učitelia sú
porozdeľovaní do stoviek WhatsApp skupín
porozdeľovaní do stoviek WhatsApp skupín
11:47
and anytime something needs
to be communicated,
to be communicated,
232
695563
2822
a kedykoľvek sa má niečo odkomunikovať,
11:50
it's just posted across
all WhatsApp groups.
all WhatsApp groups.
233
698409
2421
zavesí sa to do všetkých WhatsApp skupín.
11:53
It spreads like wildfire.
234
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2201
Šíri sa to ako oheň.
11:55
You can immediately check
who has received it,
who has received it,
235
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2993
V okamihu môžete vidieť,
kto správu dostal,
kto správu dostal,
11:58
who has read it.
236
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1290
kto ju čítal.
12:00
Teachers can ask clarification
questions instantaneously.
questions instantaneously.
237
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3860
Učitelia môžu okamžite
klásť doplňujúce otázky.
klásť doplňujúce otázky.
12:03
And what's interesting is,
238
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1241
A čo je zaujímavé,
12:05
it's not just the headquarters
who are answering these questions.
who are answering these questions.
239
713191
3358
na tieto otázky neodpovedá len centrála.
12:08
Another teacher from
a completely different part of the state
a completely different part of the state
240
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2889
Iný učiteľ z úplne odlišnej časti štátu
12:11
will stand up and answer the question.
241
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2393
sa ozve a odpovie na otázku.
12:13
Everybody's acting
as everybody's peer group,
as everybody's peer group,
242
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2680
V skupine si je každý s každým rovný
12:16
and things are getting implemented.
243
724607
1794
a veci sa darí zavádzať.
12:19
So today, when you go
to a school in Haryana,
to a school in Haryana,
244
727784
2283
Čiže keď dnes idete do školy v Haryane,
12:22
things look different.
245
730091
1587
veci vyzerajú inak.
12:23
The teachers are back inside classrooms,
246
731702
2430
Učitelia sú späť v triedach,
12:26
they're teaching.
247
734156
1304
učia.
12:27
Often with innovative techniques.
248
735484
1858
Často majú inovatívne techniky.
12:29
When a supervisor
comes to visit the classroom,
comes to visit the classroom,
249
737740
3102
Keď kontrolór príde na návštevu do triedy,
12:32
he or she not only checks
the construction of the toilet
the construction of the toilet
250
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3867
nielen skontroluje toalety,
12:36
but also what is the quality of teaching.
251
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2343
ale aj kvalitu výučby.
12:40
Once a quarter,
all students across the state
all students across the state
252
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3116
Raz za štvrťrok
robíme so študentmi z celého štátu
robíme so študentmi z celého štátu
12:43
are assessed on their learning outcomes
253
751232
2165
testy na zistenie ich študijných výsledkov
12:45
and schools which are
doing well are rewarded.
doing well are rewarded.
254
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2858
a školy, ktorým sa darí, odmeňujeme.
12:48
And schools which are not doing so well
255
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2469
Školy, ktorým sa nedarí až tak dobre,
12:50
find themselves having
difficult conversations.
difficult conversations.
256
758796
2405
čakajú náročné rozhovory.
12:53
Of course, they also get
additional support
additional support
257
761568
2079
Samozrejme, že sa im dostane
ďalšej podpory,
ďalšej podpory,
12:55
to be able to do better in the future.
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aby v budúcnosti dochádzalo k zlepšeniu.
12:59
In the context of education,
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V kontexte vzdelávania
13:00
it's very difficult
to see results quickly.
to see results quickly.
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je veľmi ťažké vidieť výsledky rýchlo.
13:03
When people talk about systemic,
large-scale change,
large-scale change,
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Keď sa hovorí o systémovej, veľkej zmene,
13:06
they talk about periods
of 7 years and 10 years.
of 7 years and 10 years.
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ráta sa s obdobím 7 až 10 rokov.
13:10
But not in Haryana.
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Ale nie v Haryane.
13:12
In the last one year, there have been
three independent studies,
three independent studies,
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V uplynulom roku vyšli
tri nezávislé štúdie,
tri nezávislé štúdie,
13:16
all measuring student learning outcomes,
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všetky zamerané na meranie
študijných výsledkov,
študijných výsledkov,
13:18
which indicate that something fundamental,
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ktoré svedčia o zásadných,
13:21
something unique is happening in Haryana.
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jedinečných veciach v Haryane.
13:23
Learning levels of children
have stopped declining,
have stopped declining,
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Úroveň detského vzdelávania už neklesá,
13:26
and they have started going up.
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začala stúpať.
13:28
Haryana is one of the few
states in the country
states in the country
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Haryana je jeden z mála štátov v krajine,
13:31
which is showing an improvement,
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ktorý vykazuje zlepšenie,
13:33
and certainly the one that is showing
the fastest rate of improvement.
the fastest rate of improvement.
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a jeho miera zlepšenia
je určite najrýchlejšia.
je určite najrýchlejšia.
13:38
These are still early signs,
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Toto sú prvé znaky,
13:39
there's a long way to go,
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ešte nás čaká dlhá cesta,
13:40
but this gives us a lot of hope
for the future.
for the future.
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ale dodáva nám to veľa nádeje
do budúcnosti.
do budúcnosti.
13:44
I recently went to a school,
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Nedávno som bola v jednej škole
13:46
and as I was leaving,
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a keď som odchádzala,
13:48
I ran into a lady,
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stretla som istú pani,
13:49
her name was Parvati,
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volala sa Parvati,
13:50
she was the mother of a child,
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bola to matka jedného z detí
13:52
and she was smiling.
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a usmievala sa.
13:53
And I said, "Why are you smiling,
what's going on?"
what's going on?"
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Povedala som: „Prečo sa usmievate,
čo sa deje?“
čo sa deje?“
13:56
And she said, "I don't know
what's going on,
what's going on,
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A ona na to: „Neviem, čo sa deje,
13:59
but what I do know
is that my children are learning,
is that my children are learning,
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ale viem, že moje deti sa učia,
14:02
they're having fun,
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zabávajú sa
14:04
and for the time being, I'll stop
my search for a private school
my search for a private school
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a zatiaľ prestávam hľadať súkromnú školu,
14:07
to send them to."
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nechávam ich tu.“
14:09
So I go back to where I started:
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Takže sa vrátim tam, kde som začala:
14:11
Can government systems transform?
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Dá sa zmeniť vládny systém?
14:14
I certainly believe so.
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Som o tom pevne presvedčená.
14:15
I think if you give them the right levers,
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Myslím, že keď im dáte
správne prostriedky,
správne prostriedky,
14:17
they can move mountains.
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môžu pohnúť aj vrchmi.
14:19
Thank you.
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Ďakujem.
14:20
(Applause)
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(potlesk)
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