How to fix a broken education system ... without any more money | Seema Bansal

Prevoditelj: Vilma Milatić Recezent: Sanda L

So we all have our own biases.

Svi mi imamo predrasude.

For example, some of us tend to think

Na primjer, neki od nas misle

that it's very difficult to transform failing government systems.

da je jako teško promijeniti neuspješne vladine sustave.

When we think of government systems,

Kada govorimo o vladinim sustavima,

we tend to think that they're archaic, set in their ways,

obično mislimo da su zastarjeli i nefleksibilni,

and perhaps, the leadership is just too bureaucratic

a vodstvo je možda previše birokratsko

to be able to change things.

da bi išta promijenilo.

Well, today, I want to challenge that theory.

Pa, danas bih htjela preispitati tu tezu.

I want to tell you a story of a very large government system

Želim vam ispričati priču o jako velikom vladinom sustavu

that has not only put itself on the path of reform

koji ne samo da je krenuo u smjeru reforme,

but has also shown fairly spectacular results

nego je također postigao fantastične rezultate

in less than three years.

za manje od tri godine.

This is what a classroom in a public school in India looks like.

Ovako izgleda učionica državne škole u Indiji.

There are 1 million such schools in India.

U Indiji je jedan milijun takvih škola.

And even for me, who's lived in India all her life,

Čak i za mene, koja cijeli život živim u Indiji,

walking into one of these schools is fairly heartbreaking.

posjet jednoj od tih škola bio je jako bolan.

By the time kids are 11,

Do trenutka kada djeca navrše 11 godina,

50 percent of them have fallen so far behind in their education

50 posto njih toliko je zaostalo u svojem obrazovanju

that they have no hope to recover.

da je to nemoguće nadoknaditi.

11-year-olds cannot do simple addition,

11-ogodišnjaci ne znaju zbrajati,

they cannot construct a grammatically correct sentence.

niti sastaviti gramatički ispravnu rečenicu.

These are things that you and I would expect an 8-year-old

To su stvari koje bismo vi i ja očekivali

to be able to do.

od 8-godišnjaka.

By the time kids are 13 or 14,

Do trenutka kada navrše 13 ili 14 godina,

they tend to drop out of schools.

uglavnom napuste školu.

In India, public schools not only offer free education --

U Indiji, državne škole ne samo da nude besplatno obrazovanje,

they offer free textbooks, free workbooks, free meals,

nego nude i besplatne udžbenike, radne bilježnice, obroke,

sometimes even cash scholarships.

ponekad čak i novčane stipendije.

And yet, 40 percent of the parents today

Ipak, 40 posto današnjih roditelja

are choosing to pull their children out of public schools

odabire ispisati svoju djecu iz državnih škola

and pay out of their pockets to put them in private schools.

i plaćaju iz svog džepa da ih upišu u privatne škole.

As a comparison, in a far richer country, the US,

Za usporedbu, u puno bogatijoj zemlji, SAD-u,

that number is only 10 percent.

taj broj je svega 10 posto.

That's a huge statement on how broken the Indian public education system is.

To je veliki pokazatelj koliko je uništen državni obrazovni sustav u Indiji.

So it was with that background that I got a call in the summer of 2013

U takvoj situaciji sam dobila poziv u ljeto 2013. godine

from an absolutely brilliant lady called Surina Rajan.

od apsolutno briljantne gospođe pod imenom Surina Rajan.

She was, at that time, the head of the Department of School Education

Ona je, u to vrijeme, bila na čelu Ministarstva obrazovanja

in a state called Haryana in India.

u državi Haryana, u Indiji.

So she said to us, "Look, I've been heading this department

Rekla nam je, „Gledajte, na čelu sam ovog odjela

for the last two years.

zadnje dvije godine.

I've tried a number of things, and nothing seems to work.

Pokušala sam mnogo stvari, no ništa ne djeluje.

Can you possibly help?"

Možete li mi nekako pomoći?"

Let me describe Haryana a little bit to you.

Dopustite da vam malo opišem Haryanu.

Haryana is a state which has 30 million people.

Haryana je država od 30 milijuna stanovnika.

It has 15,000 public schools

Ima 15,000 državnih škola

and 2 million plus children in those public schools.

i preko 2 milijuna djece pohađa te škole.

So basically, with that phone call,

Tako sam, u biti, tim pozivom,

I promised to help a state and system

obećala pomoći i državi i sustavu

which was as large as that of Peru or Canada transform itself.

veličine Perua ili Kanade da se promijeni.

As I started this project, I was very painfully aware of two things.

Dok sam započinjala projekt, bila sam bolno svjesna dviju stvari.

One, that I had never done anything like this before.

Prvo, da nikad nisam radila ništa slično.

And two, many others had, perhaps without too much success.

I drugo, da mnogi drugi jesu, bez puno uspjeha.

As my colleagues and I looked across the country

Dok smo moje kolege i ja istraživali diljem države

and across the world,

i diljem svijeta,

we couldn't find another example

nismo mogli pronaći jedan primjer

that we could just pick up and replicate in Haryana.

koji bismo jednostavno mogli preuzeti i ponoviti u Haryani.

We knew that we had to craft our own journey.

Znali smo da sami moramo utrti svoj put.

But anyway, we jumped right in and as we jumped in,

Bilo kako bilo, bacili smo se na posao i kada smo započeli,

all sorts of ideas started flying at us.

dobivali smo raznorazne ideje.

People said, "Let's change the way we recruit teachers,

Ljudi su predlagali: „Promijenimo način odabira učitelja,

let's hire new principals and train them

zaposlimo nove ravnatelje i educirajmo ih,

and send them on international learning tours,

pošaljimo ih na međunarodne edukacije,

let's put technology inside classrooms."

uvedimo tehnologiju u učionice."

By the end of week one, we had 50 ideas on the table,

Do kraja prvog tjedna, imali smo 50 ideja pred nama,

all amazing, all sounded right.

sve su bile odlične, sve su zvučale dobro.

There was no way we were going to be able to implement 50 things.

No, nikako nismo mogli uvesti 50 stvari.

So I said, "Hang on, stop.

Zato sam rekla, „Čekajte, stanimo.

Let's first at least decide what is it we're trying to achieve."

Odlučimo barem prvo što točno želimo postići."

So with a lot of push and pull and debate,

Nakon mnogo natezanja i raspravljanja,

Haryana set itself a goal which said: by 2020,

Haryana je postavila cilj koji je glasio: do 2020. godine

we want 80 percent of our children to be at grade-level knowledge.

želimo da 80 posto djece ima znanje na razini svog razreda.

Now the specifics of the goal don't matter here,

Pojedinosti tog cilja ovdje nisu bitne,

but what matters is how specific the goal is.

bitno je koliko je cilj precizan.

Because it really allowed us to take all those ideas

To nam je stvarno omogućilo da uzmemo sve ideje

which were being thrown at us

koje su nam se nudile

and say which ones we were going to implement.

i odaberemo one koje želimo provesti.

Does this idea support this goal? If yes, let's keep it.

Služi li ova ideja cilju? Ako služi, zadržimo je.

But if it doesn't or we're not sure, then let's put it aside.

Ali ako ne služi ili ako nismo sigurni, maknimo je na stranu.

As simple as it sounds, having a very specific goal right up front

Koliko god jednostavno zvučalo, to što smo imali jasno određen cilj

has really allowed us to be very sharp and focused

omogućilo nam je da budemo jasno usmjereni i vrlo fokusirani

in our transformation journey.

na našem putu ka promjenama.

And looking back over the last two and a half years,

Kada se osvrnem na zadnje dvije i pol godine,

that has been a huge positive for us.

bila je to velika prednost za nas.

So we had the goal,

Dakle, imali smo cilj

and now we needed to figure out what are the issues, what is broken.

i trebali smo utvrditi koji su problemi, što ne valja.

Before we went into schools, a lot of people told us

Prije nego smo otišli u škole, mnogo ljudi nam je reklo

that education quality is poor

da je kvaliteta obrazovanja loša

because either the teachers are lazy, they don't come into schools,

jer su ili učitelji lijeni, ne dolaze u škole,

or they're incapable, they actually don't know how to teach.

ili su nesposobni te ne znaju kako, zapravo, podučavati.

Well, when we went inside schools, we found something completely different.

No, kada smo došli u škole, otkrili smo nešto sasvim drugo.

On most days, most teachers were actually inside schools.

Većinu vremena, većina učitelja je bila u školama.

And when you spoke with them,

Kada smo razgovarali s njima,

you realized they were perfectly capable of teaching elementary classes.

shvatili smo da su savršeno sposobni podučavati u osnovnoj školi.

But they were not teaching.

Međutim, nisu podučavali.

I went to a school

Otišla sam u školu

where the teachers were getting the construction of a classroom

gdje su učitelji nadgledali izgradnju učionice

and a toilet supervised.

i zahoda.

I went to another school

Otišla sam u drugu školu

where two of the teachers had gone to a nearby bank branch

gdje su dva učitelja otišla u obližnju banku

to deposit scholarship money into kids' accounts.

kako bi uplatili novac za školarinu na račune djece.

At lunchtime, most teachers were spending all of their time

Za vrijeme ručka, većina učitelja je provodila svo vrijeme

getting the midday meal cooking, supervised and served to the students.

kuhajući ručak, nadgledajući i poslužujući učenike.

So we asked the teachers,

Pa smo upitali učitelje,

"What's going on, why are you not teaching?"

„Što se događa, zašto ne podučavate?"

And they said, "This is what's expected of us.

Odgovorili su, „Ovo se očekuje od nas.

When a supervisor comes to visit us,

Kad nas posjeti nadzornik,

these are exactly the things that he checks.

upravo ovakve stvari provjerava.

Has the toilet been made, has the meal been served.

Je li zahod čist, je li obrok poslužen.

When my principal goes to a meeting at headquarters,

Kada moj ravnatelj odlazi do uprave,

these are exactly the things which are discussed."

upravo o ovim stvarima raspravljaju.

You see, what had happened was, over the last two decades,

Vidite, dogodilo se to da se tijekom zadnja dva desetljeća

India had been fighting the challenge of access, having enough schools,

Indija borila s izazovom dostupnosti, da ima dovoljan broj škola

and enrollment, bringing children into the schools.

te upisima, da dovedu djecu u škole.

So the government launched a whole host of programs

Zato je vlada pokrenula niz programa

to address these challenges,

koji se bave tim izazovima,

and the teachers became the implicit executors of these programs.

a učitelji su postali implicitni izvršitelji tih programa.

Not explicitly, but implicitly.

Ne eksplicitno, već implicitno, prešutno.

And now, what was actually needed was not to actually train teachers further

I sada, u stvari, nije bilo potrebno dalje obučavati učitelje

or to monitor their attendance

ili kontrolirati njihovo prisustvo,

but to tell them that what is most important

nego im reći da je najvažnije

is for them to go back inside classrooms and teach.

da se vrate u učionice i poučavaju.

They needed to be monitored and measured and awarded

Trebalo ih se nadgledati, vrednovati i nagrađivati

on the quality of teaching

prema kvaliteti podučavanja,

and not on all sorts of other things.

a ne prema drugim stvarima.

So as we went through the education system,

Dok smo proučavali obrazovni sustav,

as we delved into it deeper, we found a few such core root causes

ulazili sve dublje, naišli smo na nekoliko glavnih uzroka

which were determining, which were shaping how people behaved in the system.

koji su određivali i oblikovali ponašanje ljudi unutar sustava.

And we realized that unless we change those specific things,

Shvatili smo da dok ne promijenimo te određene stvari,

we could do a number of other things.

možemo napraviti hrpu drugih stvari.

We could train, we could put technology into schools,

Možemo obučavati, uvesti tehnologiju u škole,

but the system wouldn't change.

ali se sustav neće promijeniti.

And addressing these non-obvious core issues

Rješavanje tih pitanja koja nisu bila očigledna

became a key part of the program.

postalo je ključni dio programa.

So, we had the goal and we had the issues,

Dakle, imali smo cilj i imali smo probleme

and now we needed to figure out what the solutions were.

te smo morali naći rješenja.

We obviously did not want to recreate the wheel,

Očito nismo htjeli izmišljati toplu vodu

so we said, "Let's look around and see what we can find."

pa smo rekli, „Idemo vidjeti što možemo pronaći.“

And we found these beautiful, small pilot experiments

I pronašli smo te predivne, male pilot projekte

all over the country and all over the world.

diljem zemlje i diljem svijeta.

Small things being done by NGOs, being done by foundations.

Male stvari koje rade nevladine organizacije i zaklade.

But what was also interesting was that none of them actually scaled.

Zanimljivo je da ništa od toga nije poprimilo veće razmjere.

All of them were limited to 50, 100 or 500 schools.

Sve je bilo ograničeno na 50, 100 ili 500 škola,

And here, we were looking for a solution for 15,000 schools.

a mi smo tražili rješenje za 15,000 škola.

So we looked into why,

Željeli smo znati

if these things actually work, why don't they actually scale?

ako te stvari funkcioniraju, zašto nisu obuhvatili veće razmjere?

What happens is that when a typical NGO comes in,

Radi se o tome da kada NVO dođu,

they not only bring in their expertise

one ne donose samo stručnost,

but they also bring in additional resources.

nego i dodatne resurse.

So they might bring in money,

Možda donesu novac,

they might bring in people,

možda dovedu ljude,

they might bring in technology.

možda uvedu tehnologiju.

And in the 50 or 100 schools that they actually operate in,

U 50 ili 100 škola u kojima oni djeluju,

those additional resources actually create a difference.

ti dodatni resursi stvarno donose promjene.

But now imagine that the head of this NGO

Ali sada zamislite da predsjednik te NVO

goes to the head of the School Education Department

ode do ministra obrazovanja

and says, "Hey, now let's do this for 15,000 schools."

i kaže, „Idemo to sada napraviti u 15,000 škola.“

Where is that guy or girl going to find the money

Gdje će taj muškarac ili žena pronaći novac

to actually scale this up to 15,000 schools?

da to napravi u 15,000 škola?

He doesn't have the additional money,

On nema dodatnog novca,

he doesn't have the resources.

nema resurse.

And hence, innovations don't scale.

I zbog toga se inovacije ne proširuju.

So right at the beginning of the project, what we said was,

Zbog toga smo na početku projekta rekli,

"Whatever we have to do has to be scalable,

„Štogod da moramo napraviti, mora se moći proširiti,

it has to work in all 15,000 schools."

mora moći funkcionirati u svih 15,000 škola."

And hence, it has to work within the existing budgets

Stoga mora moći funkcionirati u okviru postojećeg budžeta

and resources that the state actually has.

i resursa koje država ima.

Much easier said than done.

Mnogo je lakše to reći nego učiniti.

(Laughter)

(Smijeh)

I think this was definitely the point in time

Mislim da me u tom trenutku

when my team hated me.

moj tim definitivno mrzio.

We spent a lot of long hours in office, in cafés,

Proveli smo mnoge sate u uredu, u kafićima,

sometimes even in bars,

ponekad čak i u barovima,

scratching out heads and saying,

mozgajući i govoreći,

"Where are the solutions, how are we going to solve this problem?"

„Gdje su rješenja, kako ćemo riješiti ovaj problem?“

In the end, I think we did find solutions to many of the issues.

Mislim da smo na kraju našli rješenja za mnoge probleme.

I'll give you an example.

Dat ću vam jedan primjer.

In the context of effective learning,

U kontekstu učinkovitog učenja,

one of the things people talk about is hands-on learning.

jedna stvar o kojoj ljudi pričaju je praktično učenje.

Children shouldn't memorize things from books,

Djeca ne bi trebala pamtiti stvari iz knjiga,

they should do activities,

trebala bi odrađivati aktivnosti,

and that's a more effective way to learn.

što je učinkovitiji način učenja.

Which basically means giving students things

To, u stvari, znači dati učenicima stvari poput

like beads, learning rods, abacuses.

kuglica, štapića za učenje, računaljke.

But we did not have the budgets to give that

Međutim, mi nismo imali budžet da to možemo dati

to 15,000 schools, 2 million children.

u 15,000 škola, za 2 milijuna djece.

We needed another solution.

Trebalo nam je drugo rješenje.

We couldn't think of anything.

Ništa nam nije padalo na pamet.

One day, one of our team members went to a school

Jednog dana, jedan član našeg tima otišao je u školu

and saw a teacher pick up sticks and stones from the garden outside

i vidio učitelja kako skuplja štapiće i kamenčiće vani u vrtu

and take them into the classroom

i odnosi ih u učionicu

and give them to the students.

te daje učenicima.

That was a huge eureka moment for us.

Tada nam se upalila lampica.

So what happens now in the textbooks in Haryana

Sada u udžbenicima u Haryani

is that after every concept, we have a little box

iza svakog pojma, postoji mali okvir

which are instructions for the teachers which say,

u kojem su upute za učitelje u kojima stoji,

"To teach this concept, here's an activity that you can do.

„Da biste podučavali ovaj koncept, možete odraditi ove aktivnosti.“

And by the way, in order to actually do this activity,

Usput, da biste sproveli te aktivnosti,

here are things that you can use from your immediate environment,

evo stvari koje možete koristiti iz svog neposrednog okruženja,

whether it be the garden outside or the classroom inside,

bilo da se radi o vanjskom vrtu ili unutrašnjoj učionici,

which can be used as learning aids for kids."

koje možete koristiti kao pomoć pri poučavaju djece."

And we see teachers all over Haryana

I tako vidimo učitelje diljem Haryane

using lots of innovative things to be able to teach students.

kako koriste mnogo inovacija da bi poučavali učenike.

So in this way, whatever we designed,

Na ovaj način, što god osmislili,

we were actually able to implement it

mogli smo zaista ostvariti

across all 15,000 schools from day one.

u svih 15,000 škola od prvog dana.

Now, this brings me to my last point.

Ovo me dovodi do posljednje točke.

How do you implement something across 15,000 schools

Kako primijeniti nešto u 15,000 škola

and 100,000 teachers?

i na 100,000 učitelja?

The department used to have a process

Ministarstvo je imalo proces

which is very interesting.

koji je jako zanimljiv.

I like to call it "The Chain of Hope."

Ja ga zovem "Lanac nade."

They would write a letter from the headquarters

Napisali bi pismo iz uprave

and send it to the next level,

i poslali ga na sljedeću razinu,

which was the district offices.

a to su bili područni uredi.

They would hope that in each of these district offices,

Nadali su se da će u svakom od tih područnih ureda

an officer would get the letter, would open it, read it

činovnik dobiti pismo, otvoriti ga, pročitati

and then forward it to the next level,

i proslijediti na sljedeću razinu,

which was the block offices.

a to su uredski prostori.

And then you would hope that at the block office,

I onda biste se nadali da će u uredskim prostorima

netko drugi dobiti pismo,

somebody else got the letter,

otvoriti, pročitati ga i na kraju proslijediti za 15,000 ravnatelja.

opened it, read it and forwarded it eventually to the 15,000 principals.

And then one would hope that the principals

I onda bi se nadali da su ravnatelji

got the letter, received it, understood it

primili pismo, razumjeli ga

and started implementing it.

i počeli provoditi naputke.

It was a little bit ridiculous.

Bilo je pomalo smiješno.

Now, we knew technology was the answer,

Znali smo da je tehnologija odgovor,

but we also knew that most of these schools

ali isto tako smo znali da većina tih škola

don't have a computer or email.

nema kompjuter niti e-mail.

However, what the teachers do have are smartphones.

Međutim, učitelji imaju pametne telefone.

They're constantly on SMS, on Facebook and on WhatsApp.

Stalno koriste SMS poruke, Facebook ili WhatsApp.

So what now happens in Haryana is,

Zato su sada u Harayani

all principals and teachers are divided into hundreds of WhatsApp groups

svi ravnatelji i učitelji podijeljeni u stotine WhatsApp grupa

and anytime something needs to be communicated,

i kada se bilo što treba priopćiti,

it's just posted across all WhatsApp groups.

samo se objavi putem WhatsApp grupa.

It spreads like wildfire.

Proširi se poput požara.

You can immediately check who has received it,

Možemo odmah provjeriti tko je primio obavijest,

who has read it.

tko je pročitao.

Teachers can ask clarification questions instantaneously.

Učitelji mogu odmah tražiti pojašnjenja.

And what's interesting is,

Ono što je zanimljivo je

it's not just the headquarters who are answering these questions.

da ne odgovara samo uprava na njihova pitanja.

Another teacher from a completely different part of the state

Drugi učitelji iz potpuno različitih dijelova države

will stand up and answer the question.

se javljaju i daju odgovore.

Everybody's acting as everybody's peer group,

Svi se ponašaju kao svačija grupa kolega

and things are getting implemented.

i promjene se uvode.

So today, when you go to a school in Haryana,

Kada danas odete u školu u Harayani,

things look different.

stvari izgledaju drugačije.

The teachers are back inside classrooms,

Učitelji su ponovno u učionicama,

they're teaching.

podučavaju.

Often with innovative techniques.

Često koriste inovativne metode.

When a supervisor comes to visit the classroom,

Kada nadzornik dolazi u posjet učionicama,

he or she not only checks the construction of the toilet

on ili ona ne provjerava samo izgradnju zahoda,

but also what is the quality of teaching.

nego i kvalitetu podučavanja.

Once a quarter, all students across the state

Jednom u tromjesečju, sve učenike diljem zemlje

are assessed on their learning outcomes

se ocjenjuje prema ishodima učenja

and schools which are doing well are rewarded.

i škole koje ostvare dobre rezultate se nagrađuje.

And schools which are not doing so well

Škole koje ne ostvare dobre rezultate

find themselves having difficult conversations.

moraju se suočiti s teškim razgovorima.

Of course, they also get additional support

Naravno, također dobiju i dodatnu podršku

to be able to do better in the future.

kako bi u budućnosti bile bolje.

In the context of education,

U kontekstu obrazovanja,

it's very difficult to see results quickly.

jako je teško brzo vidjeti rezultate.

When people talk about systemic, large-scale change,

Kada ljudi govore o sustavnim, velikim promjenama,

they talk about periods of 7 years and 10 years.

govore o periodima od 7 i 10 godina.

But not in Haryana.

Ali ne i u Harayani.

In the last one year, there have been three independent studies,

Tijekom zadnje godine provedena su tri neovisna istraživanja

all measuring student learning outcomes,

koja su mjerila ishode učenja kod učenika,

which indicate that something fundamental,

koja ukazuju da se nešto bitno,

something unique is happening in Haryana.

nešto jedinstveno događa u Harayani.

Learning levels of children have stopped declining,

Razina znanja djece više nije u padu,

and they have started going up.

već u porastu.

Haryana is one of the few states in the country

Harayana je jedna od nekoliko država u zemlji

which is showing an improvement,

koja pokazuje napredak

and certainly the one that is showing the fastest rate of improvement.

i zasigurno država koja pokazuje najbržu stopu napretka.

These are still early signs,

Ovo su još rani znaci,

there's a long way to go,

dugačak je put pred nama,

but this gives us a lot of hope for the future.

ali to nam daje mnogo nade za budućnost.

I recently went to a school,

Nedavno sam otišla u školu

and as I was leaving,

i kada sam odlazila,

I ran into a lady,

naišla sam na jednu ženu

her name was Parvati,

po imenu Parvati,

she was the mother of a child,

ona je majka jednog djeteta,

and she was smiling.

bila je nasmijana.

And I said, "Why are you smiling, what's going on?"

Pitala sam je, „Zašto se smijete, što se događa?“

And she said, "I don't know what's going on,

Odgovorila mi je, „Ne znam što se događa,

but what I do know is that my children are learning,

ali znam da moja djeca uče,

they're having fun,

zabavljaju se

and for the time being, I'll stop my search for a private school

i za sada ću prestati tražiti privatnu školu

to send them to."

u koju bih ih poslala.“

So I go back to where I started:

Na kraju se vraćam na početak:

Can government systems transform?

Mogu li se vladini sustavi promijeniti?

I certainly believe so.

Svakako smatram da mogu.

I think if you give them the right levers,

Vjerujem da ako im date prave poluge,

they can move mountains.

mogu pomaknuti planine.

Thank you.

Hvala vam.

(Applause)

(Pljesak)