PNS|Hyderabad
Great news for Andhra Pradesh’s educational system! With the release of the incredibly cool ONE KEF App and its KSHAMATA teacher capacity-building program, Kotak Education Foundation is upending the status quo. The goal of these programs is to provide educators with the resources they need to be successful, including innovative teaching methods, English language proficiency and leadership development. KEF wants to significantly alter the state’s educational system by emphasising immersive learning and AI-powered resources.
Let’s examine the specifics and discover how this might alter the rules for both educators and learners with Dr. Farhiz Panthaky, Head – KEF KSHAMATA Capacity Building Project!
In a nation as divided as India, what does educational fairness actually imply?
According to me, educational equity is about providing each child with the resources they need to succeed, regardless of where they are. Recognising the systemic and generational disadvantages that many children experience is the first step towards achieving equity in a nation as complicated as India. With Project KSHAMATA, we work to strengthen the abilities of educators, administrators and other leaders who influence kids’ everyday education so that schools in isolated or underdeveloped areas can become hubs of opportunity rather than constraints. We develop agency and change beliefs in addition to training. Equity proceeds from concept to action in this manner.
How can you quantify something as intangible—but crucial—as leadership transformation in schools in a time where testing and metrics are king?
The foundation of the Kshamata initiative is “leadership practices.” To “assess” where the leadership is for that “practice,” we use a five-stage behaviour reform technique. There are five stages, starting with “He does not think the practice is important” and ending with “He does it in a defined and structured process for a period of time.” Though gradual, progress is being made. The culture it fosters is a clear indicator of leadership transformation. Depending on the practice, we evaluate this culture using behavioural indicators, peer feedback, narrative shifts and the growing ability of school teams to work together to solve challenges. We may track our identity and skill development, from compliance to ownership, with the use of tools like progression rubrics, structured observations, and reflective notebooks. We can tell that change has started when a teacher begins to refer to “my school” rather than “the school.”
A large portion of your work focuses on mentality change. Which deeply held belief—among educators or among yourself—have you had to challenge the most?
Many, to name only a handful: There is a pervasive belief that education is linear and standardised. Every “input” needs to be converted into “output/outcomes” and the phrase “in every quarter” is ingrained. Teachers hold the view that pupils from underprivileged or tribal origins are unable to “achieve” in the same manner as other students. It is difficult to remove mediocre expectations masquerading as “realistic expectations.” The goal is frequently “100% children pass: Exams”—that’s all. I have to question the notion that resistance equates to failure or that change must be top-down. I’ve discovered that trust, not control, is the cornerstone of transformation and that long-lasting change frequently starts with one courageous teacher (regardless of positional authority) reinventing their job.
How do you provide leadership training for teachers and principals who have never been allowed to consider themselves leaders?
We prioritise the “be” over the “do” at the heart of our design. Are we “working” as head teachers or instructors, or are we just “being” them? Everyone in the room is suddenly grounded in the reason behind our actions as a result of this change. We then start by assisting them in realising that leadership is a way of being rather than a position. “Self leadership” is the topic of our first session. If a person is not leading themselves, they cannot lead a team. Only with team leadership in place will school instruction change. We make sure that our programs foster psychologically secure environments that value introspection, discussion and minor victories. Building self-leadership, peer leadership and institutional leadership are the first steps we take to scaffold identity transformations. Teachers start leading from anywhere when they realise that impact, not hierarchy, is what leadership is all about.
What do you think about the existing forms of teacher training in India?
In India, a large portion of teacher preparation is compliance-driven and unrelated to the reality of the classroom. It views educators as content consumers rather than as knowledgeable, articulate experts. This is flipped by KSHAMATA. Relational trust, contextualisation and relevancy are our top priorities. Our workshops are experiential, emotionally impactful and co-created. Because transformation occurs in the weeks after a workshop, we also incorporate long-term mentorship and school-based follow-up.
‘Spirit-based leadership’ is a concept that is rarely used in academic reform, but you mention it. What does that actually look like?
Leading with presence, purpose, and inner clarity is the hallmark of spirit-based leadership. In our work, it manifests when a teacher decides to continue their education in spite of personal adversity or when a school principal makes room for a child who is mourning. In order to lead with courage and heart as well as intellect, we teach leaders to match their inner selves with their external endeavours. The attitude of optimism, decency and caring can be a potent force for change, even in the most troubled schools.
Which extreme concept do you think the system is in dire need of but isn’t yet ready for?
Putting the welfare of teachers and principals at the forefront of educational reform would be a drastic but essential change. We talk about child-centered learning, yet we forget that successful learners cannot be nurtured by worn-out, under-resourced teachers. In addition to improving results, a comprehensive approach to adult emotional wellbeing and purpose-building could change the educational process itself.
What, in your opinion, are the silent elements that have the biggest effects on a child’s capacity to learn but are frequently disregarded by policy?
The presence of trusted individuals, emotional safety and a sense of belonging are all subtle but significant factors that influence learning. Children’s brains are more receptive to learning when they feel appreciated and seen. Unfortunately, textbooks and infrastructure frequently take precedence over these concerns. However, we don’t assess how much a nice word, a courteous classroom, or a teacher who listens can influence life paths. Additionally, it appears that our educational system disregards “self leadership.” Compliance is valued highly above exploration and room for error. Generally speaking, learning only occurs in environments where everyone is free to make acceptable mistakes.
Do you think leadership can be taught empathy?
If yes, how would you include it into scale and sustainability programs? It is possible to develop empathy through discourse, narrative, modeling and reflective practice. By providing emotionally compelling experiences, promoting peer sharing and establishing listening rituals, we integrate empathy into KSHAMATA. Because empathy is a transmission rather than a topic, we also train facilitators to be the change. And when done well, it scales via resonance rather than reproduction.
