School leaders, management, and governments have tried every trick in the book to obtain sustainable quality in education, except the following three (presented in the order of significance):

  1. Enabling school principals as academic leaders till the middle school at the least (be the most accomplished 'conceptual expert' for all the syllabus contents)

  2. Inventively enabling parents as co-teachers (truly empowering parents to do their job in the education of their children)

  3. Designing school education for success - focus on achieving success for ALL

children in ONE 'subject' (schools are trying everything, a sure recipe for quality disaster that we are witnessing).

Pertinently, the academic leadership role of principals has always been considered very important for quality. But it is the most neglected role in practice. Yet, we can't blame individual principals for neglect because of a couple of interesting reasons –

  1. One peculiarity of school education is that one 'forgets almost everything' that one learns in school – principals, teachers, and parents aren't expected to constructively contribute to the teaching of even Grade III math, language, art, music, 'science,' 'social science,' etc. A Grade II teacher isn't expected to know Grade IV math with confidence!

  2. Even a Grade X science teacher can't be expected to effectively teach Grade VI students using the Grade VI textbook within one academic year, if ever. And a Grade VI math teacher can never be expected to teach Grade VI science effectively. The most creative art teacher doesn't stand a chance w.r.t. teaching Grade III math, science, language, etc.
    In schools, all adults are masters of their teaching grade content alone, not even lower grades.

In effect, principals are completely handicapped in mentoring teachers in domain knowledge. The quality of content transactions is almost entirely left to teachers, textbooks, and any external training.

And we know, in the long term, this lack of oversight is a recipe for decline. That's the nature of all systems (humans and physical). Schools are society's only academic institutions for children and must develop capabilities to internally develop and monitor the quality of content, teaching, and learning.

Of course, the big question is – where should schools and principals begin to make that change?

Mathematics education holds the key to transformation in schools, now or later!

why Mathematics

why Mathematics

Why math as the first subject for academic leadership?

First, it is the easiest subject of all! Math textbooks, lesson planning, teaching, exercises, assessments, etc. are all completely wrong.

Second, math is now the 'social and professional oxygen.' No one can be left behind in math. Mr. Narayana Murthy, the co-founder of Infosys (a leading IT services company), reportedly said, "In God we trust. For everything else, bring me data." Every aspect of life and work is getting digital and higher sci-tech with each passing day. Even a retouch on a piece of art is getting to be making some pixels more pronounced than others.

Third, math is so rooted in everyday life that all adults can excel in math, irrespective of their educational background. Principals, and later parents, can excel in math much sooner than later.

And 'Mathematics as a language' is the most significant educational discovery ever; all of humanity will finally be formally educated in an equal-opportunity education system for every child in the world. Sandeep's 'Family edition' books are seen to be

believed and inimitably reassert India's pre-eminent position on the development of math since the early written records of history.

Every principal has an equal opportunity to succeed in being an academic lead in math in their school. And in quality math is every principal's promise of quality transformation. Research shows that principals/adults with poor school-math achievement excel in mathematics as a language.

The catalytic impact of quality math education at school!

Indeed, the only feasible and fail-safe way to kick start the much needed enabled parents is to empower every parent in their children's math education. 'Mathematics as a language' is just that math. No parents will be left behind!

At the level of students, struggle in math is a sure uncherished childhood! For a few, 'Poor in math at school' may turn into a kind of boast for much of their adult life, but no one has fond memories of being poor in math at school.

For the parents, children's struggle in math education is a loss of face (unprecedented helplessness in helping children), loss of many career options for children, costly and necessary supplementary education, and a stressed family environment.

For society, nation and government, poor math education is the biggest challenge in moving into the 'Fourth Industrial Society. It is the most severe handicap in making every adult productive and to enjoy dignified citizenship. Not surprisingly, democracy is globally in turmoil; people with college/university degrees are almost unemployed and dissatisfied with their present & future.

For schools, nothing seems to stem the increasing stress in teaching and learning math. It also affects success in science education, preparation for higher education, and many career opportunities. Above all, poor quality math education is the most significant contributor to schools' low sentiments as impactful social institutions. And we know, sentiments matter far more than fundamentals (even in the top echelons of finance).

The success of every child is a non-negotiable obligation of schools, families, and nations. Fortunately, Math is also the only 'subject' that can ensure that the last child, and family, taste success in the first academic year of change. And that success can be objectively measured. In the third academic year, EVERY student in a school will be outstandingly successful in math and love math.

Success in math will trigger an avalanche of confidence and delight for children, parents, teachers, society, governments, and set the stage for the genuinely inclusive next revolution.

Excellence in math education is the only first step ahead.

The First Learner

The First Learner

Creating the first learner in school

In essence, QCALL is about contemporising school education - comprehensively move away from content to context, from knowing to 'how to know.' In a way, learning to not get lost in the ocean of information and continuously achieve valuable personal and professional knowledge gains to become a learner. Currently, schools have no learners. No one knows how to know anything new; all are information transactors,

QCALL is conceived and designed by model learners - a highly educated, homeschooling couple who taught/co-learnt with their only child till Grade XII in all subjects - to mentor the first learner in every school.

QCALL will handhold Principals to become a model learner. A learner who will then create conditions and personally mentor all teachers and parents to be learners.

Of course, the early learners in schools could only be the school leaders - principals/HMs - else, schools can never be transformed into learning institutions (away from being teaching institutions).

QCALL offers mentor to school leaders focused on confidence and capacity building and the domain knowledge on all K-8 'subjects' in a phased manner. School leaders, in turn, handhold teachers and subject heads in rediscovering their subjects, access new-genre learner-centered textbooks that support outstanding quality education.

Dramatic improvement in school leaders' confidence in transforming math education in their classrooms is evident starting the day after the mentoring sessions. The choice of math as the subject to kickstart the quality revolution has a lot to do with the coaching sessions' immediate impact. Principals have been able to translate their new understanding of math to their teachers in just a couple of sessions and then to mentor as per the need of the teachers.

Beyond math

Beyond math

Beyond math

Transforming math education is only the beginning.

All other subjects till K-8 will be part of QCALL mentoring for school leaders.