School Governance
Supporting Governance to Improve Learning in All Schools
National Education Policy (NEP) 2020 strongly pushes for “less emphasis on input and greater emphasis on output potential concerning desired learning outcomes”. Currently, the two primary gaps in governance structures in schools that hinder the attainment of this policy goal are:
Lack of regulatory focus on achievement of learning outcomes at school level
No uniform measure of learning outcomes in schools, particularly in the foundational and elementary grades
Our Approach
At CSF, we look at governance level reforms that make schools accountable for learning and underpin the role of a neutral body in measuring learning levels reliably. Towards this, we support the institutionalisation of:
State School Standards Authority (SSSA) to Regulate All Schools
As laid out by NEP 2020, we provide evidence-based knowledge to states in setting up a specialised, independent and neutral regulator for schools. This regulator will hold schools accountable through the public disclosure of school quality data, ensuring transparency and enabling parents to make informed decisions about their children’s education.
Competency-based Census Assessments (CCA) to Measure Outcomes in Schools
We engage with the state/national assessment bodies in implementing standardised competency-based census assessments to generate reliable and comparable learning outcomes data to measure the performance of schools.
State School Standards Authority (SSSA) to Regulate All Schools
NEP 2020 calls out the conflict of interest when a single education department is running schools, making policies on running schools as well as regulating all schools. Because of this excessive centralised concentration of power, efforts towards quality educational provision are often diluted by the focus on other roles, particularly regulation. Institutionalizing a separate regulator in school education, for both public and private schools alike, is crucial. This regulator should base its regulation on learning outcomes as measured by a consistent and trustworthy competency-based assessment. This step is essential to overcome governance challenges and unlock systemic reforms.
CSF provides evidence-based knowledge input and dedicated programme support to the State’s Department of Education towards realising the vision of a fully functional SSSA that keeps learning outcomes as the basis of its functioning.
We are supporting state governments in establishing and institutionalising SSSA by incorporating the educational insights & ‘bringing the voice of schools’ in its formation process.
Competency-based Census Assessments (CCA) to Measure Outcomes in Schools
There is a need for a reliable learning quality marker at specific grades in schools. Evaluations in Grades X & XII have been looked at as those learning markers in schools for decades. However, according to UDISE+ 2023–24 provisional data, only about 17% of schools in India offer secondary or higher secondary grades, meaning nearly 83% of schools do not have Grade X or XII—the only grades consistently linked to standardised external evaluations across states. Assessments in other grades are carried out by the school authorities themselves, which means schools’ performance cannot be compared based on these results. In this absence of a reliable learning quality marker at a school level, parents often end up opting for schools for their children on other parameters not pertaining to learning outcomes.
NEP 2020 envisions Competency-Based Census Assessments (CCAs) which are conducted by an independent authority in grades 3, 5, and 8 to provide a reliable system for measuring schools’ learning quality and monitor progress over time. Importantly, the CCA is designed as a low-stakes assessment , ensuring that the focus remains on assessing the health of schools rather than individual students. CCA results offer vital insights into competency-wise learning attainment within each school, thereby guiding school improvement efforts.
CSF offers technical support at national/state level to make assessments competency-based, and report school-wise information to parents.
