Learning from the Education Quality Programme in Tamil Nadu, India

During a recent visit to Tamil Nadu, India, I had the opportunity to see how our Education Quality programme is implemented on the ground. It was a pleasure to observe workshops facilitated by our Education Specialists, visit schools, and speak directly with teachers and school leaders to learn from their experience of participating in Education Quality activities.

The Education Quality programme in India and in many other countries supports affordable non-state schools in strengthening teaching, leadership, and school management. We work closely with school leaders and teachers through training, mentoring, and practical tools that help increase access to quality education for children from low-income communities.

As a Monitoring and Evaluation (M&E) Manager, my role involves collecting and analysing information to understand whether a programme is working, what can be improved, and how we can better support schools. M&E is about learning and adapting, and not just measuring results. Therefore, a visit like this is invaluable, as it allows me to understand what is working in practice, generate learning, and share best practices across countries.

Seeing the Programme on the Ground

One of the most valuable parts of the visit was spending time with our Education Specialists, who work directly with schools throughout the year. Many of them bring extensive experience in education, having previously worked as teachers or in the wider education sector.

I observed workshops such as our School Leadership Professional Development (SLPD) and Teacher Mentor Professional Development (TMPD), delivered to school leaders and teacher mentors. The sessions were interactive and practical as Education Specialists used real classroom examples, group discussions, and simple tools that schools could apply immediately, rather than focusing solely on theory.

I also learned how crucial it is to maintain close professional relationships with schools to sustain enrolment in the programme and encourage continued participation in future cohorts. Trust enables honest conversations about challenges and areas for improvement.

During the visit, I facilitated an M&E workshop for the team to explain how our monitoring tools connect to programme improvement. We discussed the importance of school-level data collected by M&E Specialists in demonstrating the programme’s impact and in informing future programme design. These conversations help ensure that data collection feels purposeful rather than administrative.

Inside the Classroom

A core part of our work involves classroom observations, where an M&E Specialist observes a lesson and scores teaching practices using a structured classroom observation tool. I had the opportunity to train and mentor the M&E Specialist based in Chennai who recently joined the M&E team in India. The training ensured that the M&E specialist is well-equipped to support the effective implementation of classroom observations and conduct other M&E tools at the school level.

Another important measure of school progress over the three-year programme is the self-assessment process, in which school leaders assess their own performance across key areas.

The Education Quality team in India currently supports about 114 schools. The programme benefits from strong local capacity and supportive infrastructure in many schools, enabling high-quality programme delivery and data collection. Facilities such as training rooms and projectors create welcoming environments for professional development sessions delivered by the Education Quality team.

Celebrating Progress: The Education Quality Award

During my visit, I attended the Education Quality Award ceremony, where Vidyaniketan Matriculation Higher Secondary School was recognised as the recipient of the Global Education Quality Award 2025.
The event brought together students, teachers, and staff to celebrate the school’s progress. The school leadership spoke about their journey over the past year. When I asked what contributed to their success, they highlighted teamwork, consistency, and openness to learning and adapting.

The award represents progress within a wider cohort of schools. Our Education Specialists continue to support all participating schools, recognising that improvement is an ongoing process and that each school progresses at its own pace.

The Human Side of the Work

Field visits provide perspective beyond formal meetings. They allow time to sit with teachers during breaks, share a meal or a cup of tea, and listen to their reflections. I appreciated the openness of teachers in sharing both suggestions for the programme and the challenges they face. Returning from visits with these insights plays an important role in strengthening programme design and deepening our understanding of context.
On a personal level, I felt fortunate to work alongside such a dedicated team of Education Specialists. Being in the field allows you to see colleagues not only as professionals but as individuals who care deeply about the schools and communities they support.