Tag Archives: Education

Education policies and academic pressure: Stability & change in the education system in China (Part 2)

Posted on February 12, 2026 by | Leave a comment

Can real changes be made in a system dominated by exams and academic pressure? Thomas Hatch explores this question in the second post in a series drawing from his conversations with Chinese educators and visits to schools and universities in major urban areas like Beijing, Nanjing, Shenzen, Shanghai and Suzhou. The first post in this series described how some innovative schools in China are putting in place more student-centered learning experiences. Future posts will discuss the use of AI in an experimental primary school; increasing concerns about students’ mental health; and the technological and societal developments that may allow for the emergence of a more balanced education system. 

For previous posts on education and educational change in China see “Boundless Learning in an Early Childhood Center in Shenzen, China;” ”Supporting healthy development of rural children in China: The Sunshine Kindergartens of the Beijing Western Sunshine Rural Development Foundation;” The Recent Development of Innovative Schools in China – An Interview with Zhe Zhang (Part 1& Part 2);” “The Desire for Innovation is Always There: A Conversation with Yong Zhao on the Evolution of the Chinese Education System (Part 1& Part 2);” “Beyond Fear: Yinuo Li On What It Takes To Create New Schools (Part 1);” “Everyone is a volcano: Yinuo Li On What It Takes To Create A New School (Part 2);” “Surprise, Controversy, and the “Double Reduction Policy” in China;” ”Launching a New School in China: An Interview with Wen Chen from Moonshot Academy;” and ”New Gaokao in Zhejiang China: Carrying on with Challenges.”

I’ve always heard that Chinese schools – in the grip of the Gaokao, the college entrance exams that drive so much of the academic pressure in China – are unlikely to change. But during my visits to schools and universities there over the past two years, it was clear that education in China has changed, in numerous ways, both in the last 40 years and just in the last few years as well. Those changes include the achievement of near universal enrollment through lower secondary school and dramatic increases in the number of students enrolling in college – including a five-fold increase in the decade between 1999-2009. Enrollments in kindergartens have also risen over 25% since 2012, with more than 90% of preschool-age children enrolled in kindergarten by 2023. 

Expansion of higher education in China, 1999– of all eligible children in China 2015. China Statistical Yearbook n.d.
Gross enrollment in secondary school as a percentage

Along with those dramatic developments, China has made significant changes in educational policies that have helped to create the conditions – and “niches of possibility” – that can support more student-centered and innovative educational experiences at all levels of schooling. In fact, since 2001, the Guidelines for Pre-school Education have emphasized development of child-centered play. In addition, a new national pre-school law that took effect in 2025 specifically prohibits the introduction of an elementary school curriculum into kindergartens and pre-schools. For older students, changes in the Gaokao and in the regulations governing private schooling that created some flexibility to develop more innovative schools and learning experiences. At the same time, these kinds of changes in policies reflect somewhat conflicting purposes that have also contributed to the academic pressure and competition that continues to reinforce a focus on conventional academics.

“[C]hanges in policies reflect somewhat conflicting purposes that have also contributed to the academic pressure and competition that continues to reinforce a focus on conventional academics.”

Changes in the Gaokao

Although many of us in the US think of China as a centralized government that exercises tight control across the whole country, provincial and municipal governments also have considerable discretion, particularly when it comes to education. The regional differences in policies and policy enforcement may allow for the development of alternative educational approaches in some places rather than others. For example, the kinds of micro-schools that have emerged in the US since the pandemic, began to appear in some parts of China even before the school closures. Dali, described as China’s “hippie capital” or “Dalifornia,” became a popular destination for remote workers during the pandemic and others looking to get away from everyday pressures. It’s also a place where new, small educational programs, many unsanctioned, have sprouted for students who have dropped out or want to get away from the academic pressure.  

Children build a stove of mud and bricks for a school project.[Photo by Chi Xiao For China Daily]
Micro schools aim to make a major impact, China Daily
How China’s Western-style micro schools seek to free kids from the stresses of traditional education

Among the most significant differences in educational regulations, local governments can even produce different versions of the Gaokao with different questions and cut-off scores.  That means that any central attempts to change the Gaokao have to be coordinated across regions.  For example, in 2014 to help reduce some of the academic pressure, the central Chinese government launched initiatives to provide students with more flexibility and choice in the exams. As Aidi Bian reported in “New Gaokao in Zhejiang China: Carrying on with challenges,” an Education Ministry document guiding the Gaokao reform specified that provinces were to adapt the reform based on local context. In Zhejiang, one of the first provinces to undertake the reforms, key changes included requiring only three compulsory exams – Chinese, mathematics, and English – and allowing students more choices in the three elective exams, which include subjects like chemistry, biology, geography, politics, history, and technology. In addition, instead of having to take all the tests once in June, students were allowed to take the elective subject tests starting in the second year of high school (in October and March). They can also take each elective subject test and English twice and use the highest grade for their admissions application. 

The changes did not always achieve their aims, however, as some have tried to “game the system” by choosing subjects that top students are less likely to take. In addition, taking some electives earlier may help some students but it also prolongs the Gaokao schedule and it means that the test pressure is distributed throughout the high school years.  Furthermore, reflecting the regional variations, only 8 of the 18 provinces that were originally scheduled to undertake the reform had started the new policy by 2018. 

New Gaokao in Zhejiang China: Carrying on with challenges

Complicating matters further, over the years, different regions and municipalities have set different cut-off scores and created “extra-point” schemes to increase access to higher education for certain groups. Although the government has placed more restrictions on these schemes in recent years, historically, “bonus” points have been awarded to members of some minority ethnic groups to support their assimilation into society, to the children of Chinese who return from overseas, and to children of Taiwanese residents. Some provinces have also awarded points to those who demonstrate “ideological and political correctness” or have “significant social influence” including children of Revolutionary Martyrs, and some categories ex-servicemen  Many of those I spoke to also explained to me that students in some of the larger cities have a better chance to get into China’s top universities than their peers from around the country. That’s because Tsinghua University, Peking University, and other top institutions have admissions quotas that explicitly admit more students from urban centers like Beijing and Shanghai.   

These kinds of policies have been part of the expansion of higher education that has benefited those in all economic classes, but that has also fueled rising inequality and a growing rural-urban divide. Given these problems, the central government has advocated for the elimination of the Gaokao bonus schemes that contribute to these inequalities. However, these advantages are part and parcel of a paradoxical system that embraces exams and competition as the fairest and most transparent way to identify academic potential but can also allow for some special privileges and where some may try to “game the system.” The recognition of special privileges is reflected in the use of another term I frequently heard, guanxi, which refers to the importance of networks of trusted friends and families that can provide access to power and social and economic advantages. Although as an outsider I find it hard to understand how both the tradition of national entrance exams and guanxi can coexist, both are deeply rooted in Chinese history and culture, developing a thousand years ago in imperial China where the rule of law was not well-established and where many people had to rely on trusted family and friends for support and protection. 

Changes in policies related to private schooling

At the same time that there have been contradictory efforts to change the Gaokao, changes in education policies gradually allowed the development of private schools and encouraged foreign investment in the education sector. In concert with the changes in regulations that opened up the economy after 1977, school options for students expanded significantly, including the development of private primary and secondary schools that prepared students for admissions to universities in the UK, the US, and elsewhere. Those developments contributed to the establishment of 61,200 private schools by 2003, serving over 11 million students; but by 2020, that number had increased to almost 180,000 private schools enrolling more than 55 million students. Those numbers amounted to almost one third of all primary and secondary schools in China and almost one fifth of all students.  

In recent years, however, new regulations governing private education have reversed the expansion of private primary and secondary school options. In 2021, for example, a new “Law on Private Education” went into effect. The 68 articles of the new law restrict how education can be monetized; establish stronger oversight of private and non-profit operators of schools; and require the curriculum of private schools to align more closely with those of public schools with adherence to the national curriculum more strongly enforced.  In addition, foreign entities are prevented from having ownership stakes in Chinese private schools and foreign textbooks have been banned. Regulations promoting “patriotic education” in all schools have also been established. 

“The 68 articles of the new law restrict how education can be monetized; establish stronger oversight of private and non-profit operators of schools; and require the curriculum of private schools to align more closely with those of public schools”

Within this changing policy context, the economic downturn, a declining population, and the COVID pandemic, the rush to open new private and international schools has been followed by a wave of school closures. To avoid closing, other private primary and secondary schools have tried to attract more students by diversifying their offerings. Those changes include offering programs that lead to entrance to Chinese universities in addition to their programs leading to other university qualifications. As one account of the changing landscape of international schools put it, “Whether it is a newly built international school or an old international school, “domestic college entrance examination courses + AP/A Level courses” and ‘domestic further study + overseas study’ have become high-frequency hot words in the enrollment brochures.” Ironically, these efforts to diversify their offerings contribute to the challenges that private schools face in trying to create a more balanced educational experience that distinguishes themselves from government subsidized schools.

Changes in tutoring and academic demands?

At the same time that the Chinese government put more limits on private schools, they also enacted the “Double reduction policy” which sought to address the increasing pressure on students and curb the explosive growth of the private tutoring sector. The policy, Opinions on Further Reducing the Burden of Homework and Off-Campus Training for Compulsory Education Students, both limited the amount of time students in primary school could spend on homework and banned most private tutoring (reflecting the “double” in double reduction).  

Following the initial implementation, some surveys reported that many Chinese parents agreed with the double reduction policies and felt their concerns about their children’s education had eased. At the same time, the restrictions mean that many teachers have had to take on more responsibilities, more work, and more pressure. One study, published after the policy went into effect found that over 75% of Chinese teachers experienced “moderate to severe anxiety” with almost 35% of primary teachers and over 25% of middle school teachers at high risk of suffering depression. Chinese policymakers have even acknowledged that teachers are “teachers are more tired” and “teachers’ anxiety has obviously increased compared to before.”

“[Many Chinese parents agreed with the double reduction policies and felt their concerns about their children’s education had eased. At the same time, the restrictions mean that many teachers have had to take on more responsibilities, more work, and more pressure.”

At the same time, the policy had an immediate impact in reducing the availability of private tutoring and other supplemental education programs, that, ironically, may have contributed to the stress and concern of the many students and parents who felt they needed extra support to compete in the exam-based system. Just seven months after the implementation of the policy, the Ministry of Education reported the closure of over 110,000 companies, almost 90% of the companies focused on in-person or online tutoring in primary and middle schools. Those changes in turn contributed to stock prices of many tutoring-related companies to drop by 90% or more. According to some accounts, one of the tutoring CEO’s, on his own, lost over 10 billion dollars because of the policy. With a corresponding loss of over 100 billion dollars in China’s education market, the closures contributed to dramatic reductions in the availability of related educations jobs in China and layoffs of hundreds of thousands of workers. A once growing market for English-speakers to tutor Chinese students online also dried-up almost overnight.  

Under these conditions, those tutoring-related companies that found ways to continue operating often did so with higher fees that can contribute to greater inequities. Correspondingly, some parents reported that the costs of private tuition have doubled for them, “Our burden has not been reduced at all,” one parent lamented, and described the situation using a common expression that likened the continuing competition for entrance into the top universities to “thousands of troops and horses pushing and shoving to cross a single-plank bridge.” 

“Our burden has not been reduced at all,” one parent lamented, adding that the continued competition for entrance into the top universities is like “thousands of troops and horses pushing and shoving to cross a single-plank bridge.”

In the latest set of complexities and contradictions, additional policy changes, particularly a decision to reduce the number of middle school students who can enter academically-oriented high schools have also increased the competition for high scores on the Zhongkao, China’s high school entrance exam. Implemented at least in part to address labor market shortages, the earlier policies on national vocational education development require that approximately 50% of high school students attend vocational high schools. But that reduction in the percentage of students who can attend the academic high schools, have led some to conclude that the Zhongkao is the new Gaokao, generating even more academic pressure on students and parents at an even earlier age. 

Later this month: Could concerns about academic pressure lead to real changes in conventional schooling?

Leave a comment

Posted in Uncategorized

Tagged , , , ,

What do innovative schools in China look like? Stability & change in the education system in China (Part 1)

Posted on February 12, 2026 by | Leave a comment

Can China reduce the pressures of the national exams that dictate which students get into top universities? Is it possible to maintain a strong academic focus and expand support for student-centered learning and students’ overall wellbeing at the same time? Thomas Hatch explored these questions during interviews with Chinese educators and visits to schools and universities in Beijing, Ningbo, and Dongguan, Shanghai, Nanjing, and Suzhuo in 2024 and 2025. Over the next few weeks, Hatch shares some of what he learned from those experiences. In the first post in this series, he describes the “niches of possibility” both inside and outside the school day in China where the conditions can support more student-centered learning. In subsequent posts, he discusses changes in education policies, educational technology and AI, and other societal conditions that both support and challenge the development of a more balanced education system.  

For previous posts on education and educational change in China see “Boundless Learning in an Early Childhood Center in Shenzen, China;” ”Supporting healthy development of rural children in China: The Sunshine Kindergartens of the Beijing Western Sunshine Rural Development Foundation;” The Recent Development of Innovative Schools in China – An Interview with Zhe Zhang (Part 1& Part 2);” “The Desire for Innovation is Always There: A Conversation with Yong Zhao on the Evolution of the Chinese Education System (Part 1& Part 2);” “Beyond Fear: Yinuo Li On What It Takes To Create New Schools (Part 1);” “Everyone is a volcano: Yinuo Li On What It Takes To Create A New School (Part 2);” “Surprise, Controversy, and the “Double Reduction Policy” in China;” ”Launching a New School in China: An Interview with Wen Chen from Moonshot Academy;” and ”New Gaokao in Zhejiang China: Carrying on with Challenges.”

The schools I visited in China were stunning. They were elite schools – public, private, and international – in major cities like Beijing, Shanghai, Ningbo, and Dongguan. Each school had tremendous resources far beyond what a typical school in China might have. What’s more, these schools had facilities that rivaled – or surpassed – those of any of the top schools I have visited in the US, Finland, and Singapore. These schools in China are still focused on conventional academics and on preparing students for exams and college admissions, but they are also developing a variety of student-centered, “hands-on,” and collaborative, learning experiences that offer more opportunities for students to pursue their own interests and support their wellbeing. In that sense, they are not that different from the top public and private schools in the US and around the world that are trying to implement some innovative and engaging educational approaches at the same time that they continue to prepare their students for entrance into top local and international universities. But my visits and my conversations with Chinese educators revealed strikingly different assumptions about innovation and educational change. In the US, the “innovators” I talk to are often seeking to “revolutionize” education and transform almost every aspect of schooling. In contrast, in China, innovative educators often emphasize a more incremental approach to school improvement. That approach aims to integrate a traditional focus on academic knowledge with more progressive pedagogies designed to support the development of the whole person and to foster a wider range of abilities like creativity and critical thinking.

“[I]n China, innovative educators often emphasize a more incremental approach to school improvement. That approach aims to integrate a traditional focus on academic knowledge with more progressive pedagogies designed to support the development of the whole person and to foster a wider range of abilities like creativity and critical thinking.”

I saw this kind of hybrid approach at almost every one of the elite schools I visited in China (as well in other schools in Asia like the Olympia School in Hanoi). Moonshot Academy, a private K-12 school launched in 2017 in Beijing, offers an education “rooted in China and oriented to the world;” the HD schools, a network of private bilingual schools with campuses in four major cities, describes their approach as striving to “foster a global perspective and integrates the best of Chinese and Western culture to develop the talents of the children it serves.” also reflects this hybrid approach. Wenping Li, formerly principal at Tsinghua University High School and a founding member and head of the Tsinglan School, a private bilingual international school, in Dongguan described Tsinglan’s approach as an “integration of Chinese and Western education, rooted in China with Tsinghua Characteristics.“ These schools, as well as a number of others I learned about, show how to create time and space to pursue more student-centered and hands-on activities, even in a system with intense academic pressure such as China’s.  

“Niches of Possibility” for Student-Centered Learning in China

Although student-centered learning activities are in some sense “counter–cultural” in Chinese schools (as well as in many other systems around the world), these kinds of activities do not have to be forced into the schedule to replace conventional instruction or to take time away from academic subjects. Some schools in China are finding and creating what I call “niches of possibility” where the conditions are more amenable for more student-centered learning and supporting the development of a wider range of abilities. In the process, the schools are taking advantage of places both inside and outside the regular school day where students can pursue projects and other collaborative inquiries and activities in some core courses and elective classes, extra-curricular programs, summer camps, field trips, competitions, school improvement projects, cultural celebrations and festivals.

The hallways of E-Town Primary School

In the primary schools I visited, the attention to student-centered learning, critical thinking and creativity was evident in “signature projects.”  In these projects, students worked for several weeks to solve a problem or design a product related to a particular theme or issue. Sometimes all grades and classes would focus on a broad theme like sustainability, but in most schools each grade took up a different theme like water or the seasons designed explicitly to fit the students’ interests and development levels. At the E-Town Experimental Primary School, a public school in the Beijing National Day School network, the products from these projects include cardboard houses and origami creatures that the students designed and constructed. These and other products spill out of their classrooms, taking over the hallways and serving as visible representations of the school’s philosophy and interdisciplinary approach.

At the middle school level, the student-centered projects often focused on a specific problem or issue in the local community. Students in an interdisciplinary global studies course at the HD middle school in Ningbo, for example, developed products to enhance the history and culture of their city, just south of Shanghai, the oldest and now second-largest port in China. The project, like many of the high school projects I observed, followed a design-based thinking process that included researching the history of the port and developing an understanding of the kinds of products and services that might help support tourism in Ningbo. Building on what they learned, one group of students designed souvenirs incorporating a new symbol they created to represent the city. In the process, the students not only learned about the design and manufacturing process, they also learned how to deal with a crisis caused by an unscrupulous factory owner who failed to deliver the souvenirs they had paid him to produce. Another group scripted, filmed, and edited a video to celebrate the port city, but only after having to convince city officials and security guards to fly their drone over the harbor. 

The high school facilities at the Beijing National Day School

The high schools I visited certainly emphasized preparation for college entrance exams, but students can also engage in many different self-directed, interest-based, and project-based activities. The Beijing National Day School is well-known both for the success of its graduates and for its innovative educational approach and personalized curriculum system. Encompassing both a public school that prepares students for the Gaokao and a private international school preparing students for colleges outside China, BNDS offers 327 Subject Courses, 29 Exploratory Activities, 164 Career Exploration options, and 172 Student Societies. As one teacher at the school described it, “If there are 1,000 students, then there are 1,000 different course timetables.” Although alternative schools in many contexts, often develop outside of or on the margins of conventional systems, BNDS developed their model as part of a pilot program supported by the Ministry of Education, and it has been recognized publicly for its success through awards like a 2014 designation as the only “Flagship Public School in Beijing for Comprehensive Educational Innovation.” BNDS has now expanded its approach in a network of more than thirty schools in Beijing and other areas

Other high schools I visited, such as Beijing City Academy, created a variety of inter-disciplinary courses, including research and design courses where students can develop and carry out investigations of issues of special interest to them as a regular part of their schedule. At the HD Schools network’s Ningbo High School, 9th and 10th graders can enroll in a two-year long course sequence to learn design thinking and to prepare to carry out their own research and action projects as 11th and 12th graders. Illustrating the kinds of projects I observed at many of the schools I visited, at the Shanghai Shangde Experimental School, I witnessed presentations of projects that included the design of an “anti-tipping” device to prevent classmates from tipping too far back in their chairs; a “proof” that used that used Godel’s incompleteness theorems to show that AI cannot replace human judgement in legal decisions; and the production of a competition-winning remote-controlled race car.  

As a result of these developments, even with most classes devoted to conventional academics, students at these schools now encounter repeated opportunities to engage in projects throughout their K-12 experience. At the Tsinglan school, those opportunities include, at the kindergarten level, an investigation of their community that results in the development of a brochure introducing new teachers to local resources and sites; science fair projects in primary school; a 5th grade service project linked to the UN’s Sustainable Goals; end-of-the-year capstone projects in 6th and 7th grade and a culminating “passion project” in 8th grade. Although the emphasis on preparation for college ramps up at Tsinglan’s high school, students can also participate in a “project-period” (after AP exams and other tests have been completed in May) in which they develop a research project in a subject of interest and complete it with some guidance from a mentor. 

Research projects from City Academy

Creating supports and incentives for student-centered learning 

The schools have also found ways to demonstrate the value of innovative educational activities by connecting student-centered activities to field trips and cultural explorations and competitions, cultural celebrations and longstanding Chinese values and traditions.  These strategic moves help to create more supportive conditions for developing a “hybrid” system combining key elements of Chinese and Western educational approaches.

 Field trips 

Beijing City Academy has embedded research and design projects in an extensive set of field trips where the trips themselves provide students with the rewards for their hard work. These efforts began with a one-day trip to a local site and then a two-day camping trip for the 4th grade students. Building on the initial success and popularity of those projects, the trips have now grown to include a week-long cultural exploration of Beijing for students at many different levels, and, for older students, a three week-long cultural exploration of a site somewhere in China. Those extended trips generally involve a week for the students to prepare; roughly a week for the visit; and a week of activities in which the students follow-up and reflect on the experience. These trips usually culminate in performances and presentations where the students shared what they learned (and demonstrate the value of the trips) to their peers, parents and teachers. Notably, the high school students can also elect to work with their teachers in designing and organizing the trips, including booking hotels, arranging transportation, and taking care of other trip logistics.  

Cultural festivals, community-wide celebrations, and competitions

The schools I visited also take advantage of holidays, cultural celebrations, and community-wide events to provide a meaningful context for students to pursue projects, make presentations, and create performances. At BNDS, for example, one teacher in a Chinese literature class engaged her 7th & 8th grade students in a project to learn about “coming-of-age” ceremonies in different communities. In the project, students researched youth development and related ceremonies; wrote reports on what they learned; and produced “flash talks” in which they summarized their reports in 1-minute speeches. The class voted to determine the best speeches, and then the winning students performed their speeches at a ceremony in front of the whole school. At the HD School in Ningbo, middle school students organized a “Cyclathon” to raise money for a local children’s hospital. That event, like other public events at the school, provided opportunities for students to set up booths to sell products they had made and to share performances they had been working on at the same time that they gave members of the wider school community the opportunity to see the value of these student-centered activities

The HD School “Cyclathon,” covered in a local news broadcast

Similarly, at BNDS, every year on the Friday after the college entrance exam, students participate in the “Red Window Fair,” a community wide festival in which students present and share their learning results and sell products to interested teachers and schoolmates. According to the school, the products “can be derived from students’ personal interests, community activities or courses,” and “the purpose of the Red Window Fair is to drive learning motivation from the end of the course chain, improve the implementation of courses, and stimulate students’ internal motivation.” Reflecting the interest in competitions, students vie to be one of the “top ten sellers or even the sales champion” (who will be recognized at the Fair’s opening ceremony the following year), and the students can also participate in the “fierce competition of the auction.”

Images from the Red Window Fair at BNDS

“The purpose of the Red Window Fair is to drive learning motivation from the end of the course chain, improve the implementation of courses, and stimulate students’ internal motivation.”

Many of the schools I visited also encouraged students to participate in a broad range of electives and extra-curricular programs and activities by embedding projects in contests and connecting more student-centered activities to national and international competitions in areas like robotics, debating, and sustainability. Although contests and competitions do create more pressures for students, they are also consistent with the long history of imperial exams and rankings, and they result in highly valued awards and rewards recognized in the college admissions process and by parents and the public more generally. 

Challenges for expanding student-centered learning in China

Pushing the boundaries of conventional instruction in any system is not easy.  Illustrating the challenges, one of the most innovative schools I visited in 2024, the Etu School, a private school in Beijing has faced financial and regulatory challenges that by the end of 2025 threatened to close the school. Furthermore, even if a few schools can create more innovative learning experiences, there is no guarantee that those innovations will spread across the system. Isolated successes do not necessarily lead to system-wide change, particularly when the successes depend on considerable resources and unusual conditions. 

Given the pressures and prevailing conditions, will most schools in China — just like schools in the US and around the world — find it easier to focus on the “innovative” activities that fit into the conventional system with the least disruptions? Schools might adopt just one project period or field trip or cultural experience or celebration (after exams are over) without creating a better balance between conventional and more student-centered activities. What’s more, concerns about the quality of public performances and products and the desire to win competitions might also encourage teachers and parents to dive in and take over or to try to “game the system” to ensure that their child, class or school produces the “best” project-based results. As with any “hybrid,” even innovative activities may become more conventional over time. In the process, projects and other “innovative” educational activities can find a place in the regular school day without disturbing many other aspects of conventional schooling. Under these conditions, expanding the work of innovative schools and taking advantage of the niches of possibility for supporting student-centered learning will depend on changes in many other institutions and the larger society as well. 

Next week: Can changes in education policies create flexibility in schools without increasing academic pressure? Stability & change in the education system in China (Part 2).

Leave a comment

Posted in Uncategorized

Tagged , , , ,

Scaling and Adapting Tablet-Based Supplemental Learning in Malawi, Sierra Leone, and Tanzania: Joe Wolf and Kira Keane on the Evolution of Imagine Worldwide (Part 3)

Posted on January 26, 2026 by | Leave a comment

In the third part of this three-part interview (see Part 1 and Part 2), Joe Wolf and Kira Keane discuss the role of teachers in a table-based supplemental learning model and the efforts to adapt the model to three different contexts in Africa. Part one described the evolution of Imagine Worldwide’s approach and part two discusses Imagine Worldwide’s approach to make the work sustainable by building partnerships with government officials and local community members. The tablet-based program at the center of Imagine Worldwide’s work, developed by software partner onebillion, serves as a supplement for regular instruction, with each child in a school spending a targeted 150 minutes per week working independently on problems related to reading and mathematics. Imagine Worldwide partnered with the Government of Malawi to rollout the program in 500 schools in Malawi in 2023-24, with the ultimate goal of expanding to all 6000 primary schools, serving 3.8 million learners in standards [grades] 1-4 annually. Joe Wolfis the Co-CEO and Co-Founder of Imagine Worldwide, and Kira Keaneis the Director of Communications. (Photos/graphics are from Imagine Worldwideunless otherwise noted.)

Thomas Hatch (TH): What can you tell us about the work that has to be done with teachers to scale and sustain the tablet-based model? 

Joe Wolf (JW): The role of facilitator in the model is relatively straightforward. You don’t need a highly trained adult, and they don’t have to be a teacher. It can be a community volunteer or someone else, and that’s made it a very scalable model in terms of human capital. That’s important, because there just aren’t enough humans in these educational contexts. What makes this so scalable, in my opinion, is that when you have a single child and you have a single tablet, there’s an interaction between the child and the content that creates learning gains. When you move to one hundred kids, that linkage doesn’t change. When you move to a million kids, that linkage doesn’t change, you still have the relationship between the child and the content. Things do get more complex in that you have more equipment, and you have more schools, and you need to make sure that the equipment doesn’t get stolen. But when you have a model that depends on human capital, you need more and more and more teachers; and those teachers need to stay trained; and they need to show up every day; and they need to be able to engage one hundred children at the same time. It’s ten out of ten in terms of complexity when you have an inadequate number of teachers and you have to train those teachers to somehow be effective for those one hundred learners. 

[W]hen you have a single child and you have a single tablet, there’s an interaction between the child and the content that creates learning gains. When you move to one hundred kids, that linkage doesn’t change. When you move to a million kids, that linkage doesn’t change, you still have the relationship between the child and the content.

TH: This is definitely a critical problem – how can programs be effective if they depend on more qualified teachers than can ever be supported? But then there are legitimate concerns that programs that don’t rely on teachers are sending the message that teachers aren’t important and that we don’t need those adults. How do you address those concerns that you’re trying to replace teachers with technology? 

KK: That issue has really been top of mind for us, particularly as we think about our communications around the program.  One very conscious decision we’ve made is to go back into the community to report on our research results. This means going back to teachers and saying, “Look, this is how your students are doing. This is what we’re learning. This is how this work can support you. This is how it reinforces your instruction.” From the beginning, we’ve really tried to include teachers as well as parents and community leaders in saying that “what you’re part of has implications not only for your own children and your students, but for the country.” We’ve had to be very mindful of that and of making sure that we build in feedback opportunities for teachers. Now in our implementation research, we have researchers going out into the community, conducting workshops and creating opportunities to hear from teachers so that we can continue to improve that process. But so far, our early implementation results and qualitative information coming from teachers is that it’s highly, highly popular.

Photo: IRC

JW: I also think that we just have to be realistic and fact-based with the current situation. In Malawi, there are one hundred kids per classroom and the average age in Malawi is 16 or 17 years old. It’s one of the youngest countries in the world. That means the number of kids is going to go up dramatically, but the level of resources is not going to go up dramatically.  So you already have a problem, and the problem is going to get worse. You cannot build enough schools or hire enough teachers quickly enough or at low enough cost to solve this problem. That’s just the reality, and, in that context, many of these countries are eager to pursue innovative approaches. They’re not building bank branches. They’re going to mobile banking and now their mobile banking is so much better than ours. It had to be. It’s classic Clayton Christensen and his theories of disruptive innovation: where does innovation take root? It takes root in areas of non-consumption, where the status quo is not entrenched. The government of Malawi is really open about this and there is a real thirst for innovation. This is being well received by the government, by the communities, because what’s currently happening is not producing learning gains. 

In addition, we have purposely situated ourselves in a supplemental, complimentary part of the government school’s timetable. There is already literacy and numeracy on the timetable, teacher led instruction, and that stays the same. Then we have a complementary supplemental period where every student is learning adaptively, and what we’re finding is that some of the biggest fans of that model are the teachers, because they’re saying, I have a little bit of a break during the tablet program, because the kids are super immersed in their own learning. The kids are showing up more often. Attendance is going up. They’re learning more; their attitude toward learning is improving. The teachers and the parents are seeing a higher return on investment of keeping the kids in school.  There are just a lot of positive things that are happening for that teacher so that it isn’t in any way positioned as a replacement, as much as an aid that just makes their jobs easier and more sustainable.

“[W]e have purposely situated ourselves in a supplemental, complementary part of the government school’s timetable. There is already literacy and numeracy on the timetable, teacher led instruction, and that stays the same. Then we have a complementary supplemental period where every student is learning adaptively.”

TH: I think that’s so crucial. What a difference it might make for a teacher to have a period like that where they can see every student engaged. That’s just such a classic win-win. As we wrap-up, I’d love to hear more about scale-up. What have you learned from scaling across different contexts? 

JW: We’ve come up with what we think are the preconditions for success in partnership with governments. We want to find governments that are already committed to: 

  • Bringing technology into the classroom for teachers and students; 
  • Boosting foundational learning; and
  • Providing solar electrification for their schools. 

We want governments to be already moving on this journey. Then we’re helping them get there, as opposed to trying to convince them to do things. We are out of the convincing game. It doesn’t serve anybody. But we know we need strong government buy in, so we need strong leaders within the government that are committed. We also need a strong local ecosystem of partners that can execute. To help with that, we fill the position we call the “ecosystem coordinator.” That helps us act as a group that is solely dedicated to bringing together the disparate pieces and stakeholders and having them all march forward together to do this work. If you don’t have somebody who has this as their only job, the work will not happen because there’s too much else going on. The jobs are too overwhelming. 

“We want governments to be already moving on this journey. Then we’re helping them get there, as opposed to trying to convince them to do things. We are out of the convincing game.”

We also need a funding community that is interested in the places that we’re working. We need bold philanthropic capital that’s willing to go first and willing to do the things that need to be done to get the full government buy in. We need support to get to a critical mass of schools. We need evidence that’s generated specific to that context. We need the ecosystem to be organized in a way that you can create an executable plan. Nobody can make decisions on whether this should go to scale, whether that’s the government or whether that’s funders, without having that done first. And it’s the perfect role of philanthropy to be that risk capital early within a country. What we’re in the process of proving, is that if we do that well, the program is in a position to go to scale with government support and they government is also in a position to mobilize more international and multi-lateral funding. 

Organizationally, we’ve seen that the demand is everywhere. Every week, there are countries asking us work with them, but we’ve decided to focus on four countries of different sizes, with four different languages. We want to work in partnership with these government and prove that the model can, in fact, scale. Then at the end of that phase, we’ll just open source everything and try to bring in a lot more players beyond us. We’ve decide to hone in on what we’re calling our “scale portfolio” with Malawi, Sierra Leone and Tanzania being the first three countries that we’re prioritizing. Then we’ll also have a Francophone country in that portfolio. If we do this well, I think that will provide the evidence that’s needed to figure out how to scale this. At this point, adding a fifth or sixth or seventh country, that’s not what the world needs. We know the demand is there. It’s more important that we show how we can build a system, in partnership with a national government in different contexts. 

TH: Have you had to make adjustments or adaptations so that the model you developed in Malawi can work in these different contexts? 

JW: Absolutely. I think continuous improvement is the DNA of our organization. How do we make the procurement better? How do we make the training better? How do we make those community sensitizations better? How do we better collect data in super low-connectivity areas? How do we take that data so we can improve the software and the implementation model? Innovation is a messy game, and it’s filled with fits and starts, so every day there’s a whole bunch of challenges that come up and a whole bunch of solutions that make the model even better. We have to acknowledge that as much as we want to create standardization in systems, every place is different. Our model in Tanzania will look slightly different than our model in Malawi, and we have to allow for those bottom-up adjustments.  It’s back to that relationship between the child and the content. That relationship probably doesn’t change all that much. There are slight adaptations as you go from language to language or from national curriculum to national curriculum, but those are pretty minor. There’s a lot of overlap in the instruction. It’s really the behavior of the adults surrounding the program that may look different in Tanzania. Just as an example, one of the districts that we’re launching in Tanzania is bigger than the entire country of Malawi, so the logistics of working in smaller and larger countries have to be considered. In terms of other differences, in Sierra Leone, we’re working in standards one through six and in a context that is post- civil war and Ebola and everything else. That means there are a lot of overage kids that are way behind in foundational skills. In Tanzania, we’re only working in standards one through three, because that’s been a more stable place. Malawi is in between, as we’re working in standards one through four. That comes from very different realities in terms of number of kids that have to be served with that same tablet and that same content.

TH: Is there anything you’d like to add that you haven’t already mentioned?

JW: I just want to hammer home the importance of philanthropic capital. The governments do not have the early-stage capital. The Big Aid organizations are not going to be early – that’s not their job. Nearly half of the world’s youth will be African by 2030 – half!  Yet there’s not a single foundation that any of us can name that writes million dollar checks for primary schools in Africa. The disconnect between the size of the challenge and the amount of institutional capital focused on it is stunning. So I do think that when people say, “What can we do about this?” Providing capital has to be part of it. A big reason why the work in Malawi has advanced is because some of our supporters decided to make a big philanthropic bet. It wasn’t just, ”Let’s fund 10 schools and see what happens.” This was, “Let’s fund five hundred schools in a year and see what happens.” That made it a really different conversation, and we’re having success in finding other bold philanthropists that think about things the same way. But it’s not easy. There’s not a lot of institutions that focus on this. Under these conditions, I think part of the work is saying, “Hey, whatever you care about world, if it’s environment, if it’s economy, or if it’s global peace, foundational learning is directly tied to all of that, and we have to pay attention to the region that will have half of the world’s youth in a few years.” 

Leave a comment

Posted in Uncategorized

Tagged , , , ,

Building the Capacity to Improve and Sustain Foundational Learning Through Government and Local Partnerships in Malawi: Joe Wolf and Kira Keane on the Evolution of Imagine Worldwide (Part 2)

Posted on January 26, 2026 by | Leave a comment

In the second part of this three-part interview, Joe Wolf and Kira Keane describe Imagine Worldwide’s efforts to develop a sustainable model for supporting foundational learning by building partnerships with government officials and local community members. Part one described the evolution of Imagine Worldwide’s approach and part three will discuss the role of teachers in the model and the efforts to adapt the model to three different contexts in Africa. The tablet-based program at the center of Imagine Worldwide’s work, developed by software partner onebillion, serves as a supplement for regular instruction, with each child in a school spending a targeted 150 minutes per week working independently on problems related to reading and mathematics. Imagine Worldwide partnered with the Government of Malawi to rollout the program in 500 schools in Malawi in 2023-24, with the ultimate goal of expanding to all 6000 primary schools, serving 3.8 million learners in standards [grades] 1-4 annually. Joe Wolfis the Co-CEO and Co-Founder of Imagine Worldwide, and Kira Keaneis the Director of Communications. (Photos/graphics are from Imagine Worldwideunless otherwise noted.)

Thomas Hatch (TH): In the first part of our interview, when you talked about having the tablets delivered by the government trucks, that seems to me to reflect the idea that you’re trying to build capacity; you’re not just trying to get the equipment to the school. You’re trying to build a local infrastructure that makes it possible to sustain the supply and transportation of the necessary equipment. Is there anything you can add about that coordination and that effort to build capacity? Is it just that you have to be patient and maybe sometimes accept that things will go more slowly and it may take longer to build that kind of relationship with the government? 

Joe Wolf (JW): I think that’s a good question. There’s sort of a simple and beautiful framework that Malawi talks about where there’s an “I do,” and then “we do,” and then a “you do“ phase. The “I do” starts with Imagine and our local partners showing that this can be done. Showing that a certain number of schools have launched the program.  Showing how efficiently the school can be equipped for solar; that the tablets can get delivered; and that kids can get learning. In the “we do” period, where we’re working hand in glove with the government and establishing the different functions within the government. But we’re still providing a lot of support, acknowledging that some of these functions are new and that this is the phase that we’re in right now. Then there’s eventually the “you do” where the government is fully doing this on their own, because the functions have been fully built out. So yes, I think you have to be patient. I think you have to acknowledge that certain things take longer than if we could do them completely on our own all the time. You also have to be transparent in terms of the inevitable challenges that have to be faced. You have to talk about things like the recurring cost for governments. This is technology. It will eventually break, and we have to be in a position to fix it and get it returned into the schools, or else the learning will stop. These are crucial functions that have to be fulfilled for these solutions to be sustained over the long term. 

It’s not easy to get there, but I remember a moment when I was in Malawi and we were doing a co-creation workshop at the Ministry, and many people were saying, “Well, what about this, and what about this, and what about this?” At some point, the head of the program at the Ministry stopped the meeting and said, “Hey, everybody, you’re thinking about this the wrong way. This is not their program. It’s not their job to answer these questions. This is our program, and it is our job to answer these questions.” All of a sudden, the tone really shifted.  The head of ICT said “Oh, okay, let me brainstorm how this is going to work in Malawi.” The head of quality assurance said, “let me talk about how it’s going to work in our context.” So you have to find a way to really bring them in as co-creation partners. It’s saying, “Hey, we’ve got some knowledge. We have some experience here, and we’ll bring what we know to the table, but this is your program, and you have to want it.” In Malawi, it took us about seven years to have the right conversation with the right people about the right topics. But as we’re launching in Tanzania and other places the seven years of learning has been compressed a bit. Now, it’s a little bit easier because the starting point in Tanzania has included all the different departments within the Ministry of Education. It’s included the Ministry of Finance. It’s included the Ministry of Regional Administration and Local Government. 

Kira Keane (KK): In terms of sustainability, there was another lesson learned that I think was particularly important. At first, we were thinking that there would be ripple effects, like the creation of jobs for local fabrication or the development of training for local technicians to make repairs. But we quickly realized that these were far more than just ripple effects. We recognized that our government partners foresaw the impact of job creation, ICT training, digital skill training, bringing solar power into communities that hadn’t had it. So now we are trying to be more explicit about building the support for these into the communities and government systems. Now, countries like Sierra Leone and Tanzania are very interested in these additional benefits of the program. 

A close-up of a graph AI-generated content may be incorrect.

“At first, we were thinking that there would be ripple effects, like the creation of jobs for local fabrication or the development of training for local technicians to make repairs. But we quickly realized that these were far more than ripple effects. We recognized that our government partners foresaw the impacts of job creation, ICT training, digital skill training, bringing solar power into communities that hadn’t had it.“

TH: Those are great examples of some of the infrastructure and capacity that needs to be built to get the tablets into the school, what were some of sort of the key implementation challenges that you had to address at the school level to get the tablets into students’ hands for the right amount of time?

JW: First of all, data systems in many of the countries we are working in are really, really inadequate, so we first needed to answer a basic question: “How many kids are in this school?” Our model is predicated upon every child having a tablet every single day for up to an hour, and then that tablet rotates to many children. Just establishing how many kids are there drives the number of tablets, which drives the number of solar panels and lithium batteries needed. We’ve found that when the equipment goes into the school and the children start learning, enrollment spikes because kids that were out of school come to school. Then kids start moving to schools that have the tablets. Even low-fee private school kids are transferring back into the public systems. We have to anticipate that and have to make sure there are extra tablets available. We also have to have a buffer in terms of the solar capabilities: because sometimes the sun might not be shining. We have to do all these calculations to determine how much equipment each school needs. 

We also have to make sure the school is ready. It needs to have a watertight, secure, room to house all of this equipment, so sometimes we’ve had to do roof reinforcements and replace or repair windows and doors. It’s not a huge operational challenge in the grand scheme of things, and it’s not particularly expensive. But you do need to make sure that when the equipment shows up, you actually have a place where it can be securely and safely stored. That’s a process that has to be completed well before the equipment gets there. Then you have a logistical puzzle that stems from the fact that the solar energy and the tablets and the cabinets for charging and securely storing the tablets all handled by different entities. Someone has to coordinate everything to make sure the charging security cabinet is already there before the tablets arrive. Compared to the challenges of building a school, getting all the teachers to show up, keeping the teachers trained, and enabling them to teach effectively, these logistical things are fairly low on the complexity scale. But they have to get done on time and under budget. 

A table of information with text AI-generated content may be incorrect.
Imagine Worldwide Theory of Change

We also have to take into account what we call community sensitization. Very often, this is the first technology that has gone into a community, and there can be a lot of skepticism and concerns about the content on the tablets – “What is this?” “What’s this going to do to my child?” We’ve found that a really important first step is to enable the community leaders, religious leaders, the tribal leaders, the PTA leaders to experience what their children will experience. That helps them to feel comfortable with what’s happening and to take ownership. We use language like “this is your equipment;” and emphasize that they are the ones that will benefit and it’s their responsibility to help us make sure that it’s taken care of. We’ve seen surprisingly low theft rates, given the value of the equipment in some of these contexts, and a big part of that is that communities are owning it as their work for their children. These aren’t third party assets that are controlled by some distant NGO. 

TH: Has that community sensitization become a standard part of the model now?

JW: Yes, it’s a workshop we’ve developed, and it brings together the power centers within a community. That happens before a child gets anywhere near the equipment. We also do trainings for all of the teachers and administrators within a school. We do that so that if a teacher isn’t there one day, or a teacher leaves, there are others that can step in to be facilitators. The facilitator role is relatively straightforward. The children are autonomously using the content, but people need to be trained in order to be able to take care of technical issues and things like that, and having the entire school get trained has proven to be very beneficial. It’s also technology-oriented training that’s valuable to the teachers. A lot of them haven’t had a lot of exposure to technology, so it’s a positive professional development opportunity for the teachers themselves.

A group of people sitting on the ground with headphones on AI-generated content may be incorrect.
A community sensitization session in Malawi (CRECCOM)

KK: It’s also important to note that the people that are conducting these community sensitization workshops are usually from the community themselves. They’re trusted messengers. It’s either our implementation partners who are local and are known within the community, or teachers showing other teachers. 

TH: You’ve already talked about many of the key steps for implementation, is there anything else you want to highlight? 

JW: I think what we have on our side is that engagement is incredibly strong. When you walk into a classroom with 100 standard one learners, six-year-old and seven-year-old learners, it’s completely silent. Every student has the headphones on; they’re looking at the tablets; they’re completely immersed. 100% of the time when people come and see this work they tell me they’ve never seen a room with one hundred six- and seven-year-olds that’s completely silent with every kid totally on task. But the teachers have been very positive as well. Nearly 98% of teachers have said that the program has made them more effective; made their jobs more enjoyable and made their jobs more sustainable. Kids are coming to school more often. They’re paying more attention while they’re there. 

“Nearly 98% of teachers have said that the program has made them more effective; made their jobs more enjoyable and made their jobs more sustainable. Kids are coming to school more often. They’re paying more attention while they’re there.“

The tablets are also really good at helping with remediation, so kids are catching up faster, but it’s also good with acceleration for kids that are ready for harder content. That means you have stakeholders responding uniformly positively. We always ask, “what can we be doing better?” but it’s always “can you bring more?” “Can we do the older grades?” “Can you expand to the school next to us?” Once you make sure that you have enough equipment for all the kids, and once you do a good job of getting the adults to do what they need to do to get the equipment in the room and safe and secure, the rest of it kind of takes care of itself. 

Next Week: Scaling and Adapting Tablet-Based Supplemental Learning in Malawi, Sierra Leone, and Tanzania Joe Wolf and Kira Keane on the Evolution of Imagine Worldwide (Part 3)

Leave a comment

Posted in Uncategorized

Tagged , , , ,

Bringing a Tablet-Based Foundational Learning Program to all the Primary Schools in Malawi: Joe Wolf and Kira Keane on the Evolution of Imagine Worldwide (Part 1)

Posted on January 26, 2026 by | Leave a comment

What does it take to scale a tablet-based foundational learning program to all the primary  schools in Malawi? In this 3-part interview, Joe Wolf and Kira Keane describe how Imagine Worldwide has approached that challenge and share some of what they have learned in the process.  The tablet-based program at the center of Imagine Worldwide’s work, developed by software partner onebillion, serves as a supplement for regular instruction, with each child in a school spending a targeted 150 minutes per week working independently on problems related to reading and mathematics. Imagine Worldwide partnered with the Government of Malawi to rollout the program in 500 primary schools in 2023-24, with the ultimate goal of expanding to all 6000 primary schools in Malawi, serving 3.8 million learners in standards [grades] 1-4 annually. Joe Wolf is the Co-CEO and Co-Founder of Imagine Worldwide and Kira Keane is the Director of Communications. (Photos/graphics are from Imagine Worldwide unless otherwise noted.)

TH: Can you describe for us some of the key steps or phases you went through as you developed your work to test and then to scale-up this tablet-based program in Malawi? 

Joe Wolf: The first phase of our work was all research oriented. We wanted to see if these learner-centric tablet models could work – were they really effective for children? – before asking under-resourced systems to spend time, energy, and capital on them. That meant we had a prolonged research phase that included nine randomized controlled trials. That was across different contexts, different languages, different implementation models, different countries – really exhaustively trying to prove that these solutions can, in fact, add significant value. 

The second phase was what we call “learning to scale:” What are the processes that need to be done repeatedly well to scale within these contexts? We purposely spread our work out across seven countries, with different implementation models, different implementation partners, different types of structures to really test what needs to be done repeatedly well so that these systems can adopt the work at scale. Then, only in the last three years, we’ve put the pedal down and said, “Okay, I think we’re ready to really think about scaling.” And we were only able to act on scaling thanks to the leadership of the government of Malawi, who saw the learning gains of our pilot programs and saw how this edtech intervention could support their national goals of improving foundational skills.  At that point in 2022, we served around 6000 children, but we increased it to about 700,000 children by the beginning of 2025. That’s a 100x increase in the last two years, which I think is a testament to the scalability of the model, the execution of the team, and the leadership of our government partners. 

A map of africa with a yellow circle AI-generated content may be incorrect.

TH: What’s the third phase? Implementation? 

JW: I would say it’s scale plus continuous improvement. Now, our research is less efficacy oriented and more implementation oriented. How do we make it better and better and better? To address that, we have four levers we focus on: 

  • Access: How do we serve more and more children and make the solutions easier and easier to implement? 
  • Cost-effectiveness: How do we bring down the recurring costs to be as low as possible? We’ve brought costs down around 75% in the last five years, and we think there’s still room to go. Our key inputs are all highly deflationary, so we’re getting better economies of scale as we grow. Right now, we’re at about seven dollars (USD) per child per year. We think we can get that under five dollars (USD) as we get better economies of scale. 
  • Advocacy: How do we use data to improve the implementation model in the software so that the efficacy of the program continues to go up and up and up? It’s one of the beauties of technology that it can iterate and improve. You’re not building a building and putting in books and then five years later it’s deteriorated. We actually have the ability to use data to continuously improve through this flywheel of innovation.

“It’s one of the beauties of technology that it can iterate and improve. You’re not building a building and putting in books and then five years later it’s deteriorated. We actually have the ability to use data to continuously improve through this flywheel of innovation.“

  • Sustainability. How do we work with our government partners to build operational and financial sustainability?  And how do we do it starting day one, where we’re building the “muscles” within the existing education system, as opposed to the classic approach of starting off outside the system and then trying to hand it off to the system. Too often, if you haven’t done a good job of building that internal muscle, and then things fall apart. So we’ve really taken the system strengthening approach, acknowledging that there are capacity and infrastructure gaps within the countries where we work and that there are key functions that need to be built that don’t currently exist within some of these systems. We’ve tried to give it time so that, by the end of the implementation phase, the system has already been doing the work for an extended period of time. That way, you don’t have this fall off as you try to hand-off everything to the system itself.

Kira Keane: I just want to underscore a couple of points that Joe made. For Imagine, this notion of the continuous improvement loop, it’s not like we did things, something went wrong and we’re like, “Oh, we have to fix this.” This was an intentional design element from the very beginning: How do we get continuous feedback to improve both the software itself and the implementation model? And the other point is that our key question is “How do we serve as many children as possible?” The need is so immense and the population growth will be so intense over the next 10-15 years so we really need to be focused on scale. That means working with our government partners to aim for generational impact, really looking at country-wide scale, and focusing on how we design for that.

“The need is so immense and the population growth will be so intense over the next 10-15, years so we really need to be focused on scale.  That means working with our government partners to aim for generational impact, really looking at country-wide scale, and focusing on how we design for that.”

JW: I’ll add two more things to what Kira said. The ecosystem is exhausted by pilots – by small things that don’t scale, that don’t have evidence, that take a lot of time and resources. Scale from day one very much aligns with where the governments are. They have a big problem with the lack of foundational learning among their students, and they need big solutions. Little, tiny things are just distracting and take too much time and energy. The second thing is that we have positioned our organization to be temporary in nature, so our job is to put ourselves out of business as quickly as we possibly can. We don’t see these as “Imagine Worldwide” programs in Malawi or “Imagine Worldwide” in Sierra Leone. These are programs of the government in Malawi and of the government in Sierra Leone that we are helping to support. We’re helping to build capacity and infrastructure to build muscle within the systems. But as soon as the government is ready to maintain this on its own, we are more than pleased to step out of the way and to move on to the next challenge. I think that positioning is really important for the governments. It’s really important for the funders. It’s really important for us and our team. Too many times, an NGO establishes itself and 50 years later, the NGO is still there, doing the work. We need this work to be sustainable within existing systems. Part of that is a commitment for us to get out of the way. We have to believe in sovereignty and the power of governments to run themselves, while also acknowledging that the use of technology in a place like Malawi is new, and so there is going to be a period of time where we have to build some functions that do not currently exist.

TH: That certainly resonates with my experiences in the US where we’ve seen multiple improvement efforts collide in schools in ways that can actually undermine their capacity for improvement. What made Malawi a good context for you to work on scale-up?  

JW: The work in Malawi actually predates the partnership with Imagine. There was a program called “Unlocking Talent,” with the software developer onebillion that became our partner. The onebillion CEO went to Malawi, I think, 15 years ago, fell in love with the country, and developed the product. The first product they developed was in Chichewa, in Malawi. In other words, this was not developed in the West and then adapted to the context. This actually was developed within the Malawian context. We became a research partner to look at impact and to help do the RCT work. That has now evolved into a much more scalable model that we call the BeFIT Program. It’s serving standards [grades] one through four, whereas the first program was only standard two. 

A person holding a tablet AI-generated content may be incorrect.
Key elements of the BeFIT program in Malawi

There have been a whole bunch of iterations along the way to develop our general approach, but it basically evolved by thinking about what it would take to actually scale the program much more cost effectively to many more students in more systems. If you look at the other places that we worked, you’ll see that we started with finding local partners, mostly local NGOs, some local social-oriented businesses, and then turned over a lot of the functions to those local partners to see what worked in different contexts. From that, we have built a series of centralized functions that we’re now drawing on in our country partnerships, as opposed to having it be completely decentralized. We learned a lot from the initial more decentralized exploration, but we’re now in the process of creating more standardization. Part of scaling depends on acknowledging that you can’t have fifty different bespoke operations. You need to have systems and standards and data systems. When you have 6000 children in Malawi, using a total of 1000 devices, you can do some things by hand; but now we’re trying to serve millions of children in Malawi, with hundreds of thousands of tablets. We now need data driven systems in order to be able to manage that equipment in the field. 

TH: Let’s follow the arc of that evolution in Malawi. What are some of the steps that were crucial to your learning and to the development of the model?

JW: In Malawi, we took seven or eight years to do the research and to get the right level of government buy-in to understand what was working. That included learning things like what’s the infrastructure for the typical school in Malawi? Just to give you the context, that means more than 100 children per teacher and inadequate levels of teacher training. There’s very rarely basic infrastructure in place, so no electricity and certainly no internet connectivity. That’s the reality of the average class in Malawi. So as you think about the components of our model that have emerged the first was what you would call the infrastructure component. We put solar power into all of our schools, addressing questions like: 

  • Where do solar panels go? 
  • How does the solar electricity feed a bank of lithium batteries? 
  • How do the tablets get stored and secured overnight so that they’re charged and they’re safe? 
  • How does all that equipment get distributed to children in a really efficient manner, so that you’re getting as much asset utilization as possible and as much learning time as possible? 

In the end, our research consistently shows that the number of minutes each student uses the content is directly correlated to the level of learning. So we’re addressing these 101 things that need to be done in terms of the infrastructure and operations to maximize that time on task. And that has to take into account that the school day and the school periods are very short in Malawi and you have a lot of children in the classroom. So even just getting kids in and out of a classroom is a lot harder than in many other contexts.

A group of children raising their hands AI-generated content may be incorrect.
A classroom in Malawi

TH: You just described those complexities really effectively, but for those of us who aren’t familiar with the context, can you go into it even more deeply? What does it really take to get a program like this up and running at scale? 

JW: I think that in addition to a foundational learning organization, we are, in a lot of ways, also a supply chain logistics company. Learning gains are still our north star, but the reality is you’re talking about a phase one of BeFIT that involved launching the program in five hundred schools in five months across half of the country of Malawi, including very rural districts. So we have to deal with the logistics of getting five hundred secure storage cabinets into those schools. We have to deal with the logistics of getting 100,000 tablets distributed across those 500 schools and of getting the solar equipment put into 500 schools. That’s a significant operational lift, and you have to approach that with a level of rigor in terms of those key functions, if you’re going to be able to scale, and you’re going to be able to do that on time. And we had to do that on budget in the middle of a huge macro-economic meltdown in terms of currency and raw materials. In the grand scheme of things, once the equipment is in place, kids can get learning very, very quickly. There’s not a huge lift in terms of adult training. There’s not a huge lift in terms of the role of the adult in the model itself; the content has been built to be autonomous, meaning the child can be self-directed. The tablets themselves have been built to be very robust. A lot of enhancements have been made to make the tablet durable. There’s a long battery life so it can be used throughout the day. Every part of the tablet has been built with screws so that a component can be swapped out if something breaks. So every part of the context has been taken into account in order to get that equipment into the field and utilized. This is one of the big learnings: you have to start with the context in mind, and you have to start with the learning objectives in mind. You then make a series of software decisions, and then you make a series of hardware decisions. Too often in education, it goes the other direction, where people buy stuff, but then they haven’t really thought about what’s going to go on the stuff? What’s the training required? What are the charging and security components of it? What is our learning objective at the end of the day? You have to start with learning, move into the context, and think about all the infrastructure decisions that need to be made in order to make that learning possible in that context. 

“You have to start with learning, move into the context, and think about all the infrastructure decisions that need to be made in order to make that learning possible in that context.”

KK: I think it’s also important to flag that in working on the logistics we included the government from day one. That means things like using the delivery trucks the government already had. Trying to manage that coordination may have been a little slower or less efficient in some ways, but too often people design an implementation model, put a bow on it, and then hand it to the government without including them from inception. 

Next Week: Building the Capacity to Improve and Sustain Foundational Learning Through Government and Local Partnerships in Malawi: Joe Wolf and Kira Keane on the Evolution of Imagine Worldwide (Part 2)

Leave a comment

Posted in Uncategorized

Tagged , , , ,

Next steps and critical challenges in the development of the Vietnamese education system: Can Vietnam transform the conventional model of schooling (Part 4)? 

Posted on January 26, 2026 by | Leave a comment

What might it take to develop a competency-based education system? The final post in this 4-part series from Thomas Hatch describes some of the key issues that will have to be addressed to sustain and deepen Vietnam’s efforts to transform the Vietnamese education system. For other posts in this series on Vietnam see Part 1: Can Vietnam transform the conventional model of schooling? Educational improvement at scale, Part 2: Building the capacity for high quality education at scale: Can Vietnam transform the conventional model of schooling, and Part 3: Challenges and opportunities for learning and development in Vietnam: Can Vietnam transform the conventional model of schooling. Earlier posts related to Vietnam include: Achieving Education for All for 100 Million People: A Conversation about the Evolution of the Vietnamese School System with Phương Minh Lương and Lân Đỗ Đức (Part 1); Looking toward the future and the implementation of a new competency-based curriculum in Vietnam: A Conversation about the Evolution of the Vietnamese School System with Phương Lương Minh and Lân Đỗ Đức (Part 2); The Evolution of an Alternative Educational Approach in Vietnam: The Olympia School Story Part 1 and Part 2; and Engagement, Wellbeing, and Innovation in the Wake of the School Closures in Vietnam:  A Conversation with Chi Hieu Nguyen (Part 1 and Part 2).

Viewed retrospectively, Vietnam’s recent effort to shift the aims of education and the process of teaching and learning can be seen as part of a long-term, multi-decade, “renovation” effort rather than a recent initiative to transform education in one fell swoop. From this perspective, Vietnam has made substantial improvements in educational access and quality over a period of 30 years while taking incremental steps towards more flexible, student-centered approaches to teaching and learning. 

Vietnam has made substantial improvements in educational access and quality over a period of 30 years while taking incremental steps towards more flexible, student-centered approaches to teaching and learning.

Although Finland and Singapore began the journey to systemic educational improvement earlier, they followed a similar trajectory, creating comprehensive education systems with centrally developed curricula or curriculum frameworks, focused on national education goals, aligned with those on international tests like PISA. Singapore continues to top the international educational rankings, but it is also trying to contend with wide-spread concerns about the effects that the competitive, high-pressure, academically focused system has on students’ development, mental health, and wellbeing. Finland, on the other hand, has slipped somewhat in rankings like PISA (though it continues to score at relatively high levels) raising concerns that the autonomy of teachers widely cited as a key ingredient in Finland’s educational success, may also be contributing to growing inequity and an inability to move the whole system to support interdisciplinary learning. 

Reflecting on what I’ve learned about the development of all three of these systems leaves me with a number of questions: 

  • Will Vietnam follow the trajectories of Singapore and Finland or will it chart its own course? 
  • What are the chances that Vietnam will be able to expand enrollment to secondary schools, to continue to increase quality overall, and to continue to expand and deepen the use of more powerful pedagogies?
  • Will Vietnam’s education system develop in ways that are equitable, benefiting ethnic minorities as well as elites, while reducing the pressures on students and continuing to move in more student-centered directions?  

Answering these questions depends in turn on how Vietnam deals with some critical challenges: 

Can Vietnam maintain the commitment and support for K-12 education and expand support for other aspects of the education system?  

The Vietnamese government has already launched major initiatives to support the development of early childhood education. These initiatives aim particularly at creating more equitable access for early childhood education in remote, rural areas for ethnic minority groups. In February of 2025, the government also began gathering feedback on a National Assembly proposal focuses on “modernising the preschool curriculum using a competency-based approach, fostering holistic child development in physical health, emotional well-being, intelligence, language skills and aesthetics. It also aims to lay a solid foundation for personality development, ensuring children are well-prepared for first grade while instilling core Vietnamese values.” 

“[A] National Assembly proposal focuses on “modernising the preschool curriculum using a competency-based approach, fostering holistic child development in physical health, emotional well-being, intelligence, language skills and aesthetics.”

At the same time, Vietnam’s higher education system remains under-developed, with the enrollment rate under 30%, one of the lowest among East Asian countries. Increasing expenditures on both early childhood education and higher education could result in a shift in the attention and funding that has been so crucial to the development of K-12 education over the past 30 years. 

Can Vietnam continue to develop the education system despite long-standing constraints? 

Although there have been efforts to improve teacher education and the quality of the teaching in Vietnam, there are continuing concerns about shortages of teachers and further declines in the quality of the education force. Ironically, the development of other sectors of the economy means that teachers can now find higher paying jobs in other occupations. At the same time, as one of my colleagues described it, many of those who do become teachers have to work multiple jobs often having to hustle side jobs at nights and on weekends just to cover basic expenses for their families. The increasing urbanization and movement of more and more people from rural areas to cities like Hanoi and Ho Chi Minh City to find jobs also mean that many urban schools will continue to be overcrowded, with large class sizes. In turn, that urban overcrowding will continue to make it difficult for teachers to adopt many student-centered pedagogies; that urbanization can also make it harder and harder to find educators to staff rural schools. 

Can Vietnam promote increased autonomy and flexibility and maintain a focus on equity at the same time?

Over time, Vietnam has tried to increase autonomy and provide more flexibility for schools and education leaders as part of their improvement efforts. In particular, initiatives to increase school-level decision-making include providing some schools with the flexibility to charge higher fees to make up for reductions in public funding. For example, about 20 of the schools in major cities like Hanoi and Ho Chi Minh City have been developing investment models in which parents can pay for their child’s full tuition for all 12 grades when they start school in first grade. In return, the school makes the commitment to pay the parents back when their child graduates. In this arrangement, students can get a free public-school education (though they lose their investment if the child leaves the school), and the school gets funds it can use to make improvements in facilities and the quality of education which can help the school to raise more revenue. 

In this arrangement, students can get a free public-school education… and the school gets funds it can use to make improvements in facilities and the quality of education which can help the school to raise more revenue.

The hope seems to be that the increased autonomy will drive improvements and might encourage schools to innovate and offer more student-centered instruction. At the same time, these developments also create issues of equity as top-performing schools may be able to charge more and may be able to pay higher salaries to attract effective teachers. In addition, the increased competition for placement in top schools can also intensify the pressure on students and teachers to focus on performing well on conventional tests and exams. That pressure can already be seen in early childhood education, where, as one of my colleagues told me, there is considerable competition to get into some of the top preschools and primary schools. In order to help their children prepare for the application and admission process, which often includes tests, some parents are sending their children to both preschool and “transition programs” that cover the content and skills needed to meet the entrance requirements. 

A map of the country AI-generated content may be incorrect.

Can Vietnam continue to develop the education system in the face of resistance to changes in conventional instruction?  

Even with the efforts to encourage a shift to competencies, the pressures to maintain the conventional instruction remain. Many teachers, students, and parents are reluctant to embrace the changes. That resistance is already showing up as parents and teachers respond to the new textbook policy. Some parents, for example, have complained that having too many textbook options is both too costly for them and too confusing for students. As one of my colleagues explained, textbooks have long been passed down among siblings but that cost-effective practice will have to stop if teachers are choosing different textbooks. That flexibility may also erode the shared experiences and shared understanding of the instructional process that families gain from a common text. 

Allowing teachers to choose their textbooks was also supposed to be part of the move to provide them with greater flexibility in how best to help students achieve the new competencies. However, choosing the textbook and designing activities is a significant amount of work, and many schools and teachers may prefer to use more conventional textbooks and even those that use new textbooks may continue to move through them in a rigid, lock-step way. Complicating matters further, the textbook industry – and the corruption in it – has to be a part of this change as well. 

Schools in Vietnam have changed and improved, but can schooling be transformed?

Political commitment and funding, shared values, hard work by students, educators and parents, with textbook-based teaching that has provided alignment between what’s taught and what’s measured are all critical contributors to the development of the Vietnamese education system. These factors work in concert with the efforts to make an improved education system a key part of the effort create and sustain a strong nation, with a modern economy, that can defend itself in the face of threats from outsiders. Now the question is whether the textbook-based teaching and shared belief in conventional education will serve as a foundation for — or a barrier to — the development of more student-centered pedagogies and a competency-based system.

A building with trees in front of it AI-generated content may be incorrect.


On my visit, I talked with educators and visited schools, including private schools, like the Olympia School, that have found ways to prepare Vietnamese students for the Vietnamese national exams and still make room for more student-centered, interdisciplinary learning activities. Of course, the presence of some innovative practices in some places may not have a substantial impact on the rest of the system. But if some steps toward competency-based instruction continue to be taken, and the number of policymakers, educators, parents, and students who have positive experiences with new forms of teaching and learning continues to grow, the forces of generational change may begin to put pressure on the status quo.

Leave a comment

Posted in Uncategorized

Tagged , , , ,

Challenges and opportunities for learning and development in Vietnam: Can Vietnam transform the conventional model of schooling (Part 3)?

Posted on January 26, 2026 by | Leave a comment

How can education in Vietnam continue to improve despite questions about the quality of teaching, concerns about the coherence of the education system, and other issues? The third post in this 4-part series from Thomas Hatch explores some of the challenges as well as the opportunities that educators in Vietnam face as they try to shift the whole system to focus on competencies. For the other posts in this series on Vietnam, see part 1 on educational improvement at scale beyond PISA and part 2 on some of the key elements that have contributed to those improvements. Earlier posts related to Vietnam include Achieving Education for All for 100 Million People: A Conversation about the Evolution of the Vietnamese School System with Phương Minh Lương and Lân Đỗ Đức (Part 1); Looking toward the future and the implementation of a new competency-based curriculum in Vietnam: A Conversation about the Evolution of the Vietnamese School System with Phương Lương Minh and Lân Đỗ Đức (Part 2); The Evolution of an Alternative Educational Approach in Vietnam: The Olympia School Story (Part 1 and Part 2); and Engagement, Wellbeing, and Innovation in the Wake of the School Closures in Vietnam:  A Conversation with Chi Hieu Nguyen (Part 1 and Part 2).

Illustrating the complexity and contextual nature of educational change, some of the factors identified as critical in the evolution of other “higher performing” education systems do not apply in Vietnam. Somehow, the Vietnamese education system has improved substantially even though improving the qualifications of teachers and the quality and consistency of teacher preparation have been concerns for some time. At the same time, even as the PISA tests in 2012 were showing the world how much the Vietnamese education system had improved, the government was already developing initiatives to embrace new competency-based goals and student-centered instruction. To that end, among other changes, new competency-based textbooks began to roll-out in Vietnam during the pandemic, even as many other high-performing education systems struggle to make that major systemic shift. Given developments in the Vietnamese education system over the past 30 years, what are the challenges and possibilities for creating a competency-based education system moving forward? 

A group of books with cartoon characters AI-generated content may be incorrect.
Covers of some grade 4 textbooks of Vietnam Education Publishing House (Photo: Vietnam Education Publishing House)

Improvement despite concerns about the teaching force, coherence, and corruption

The improvements in the Vietnamese education system in the 1990’s and 2000’s were made despite a series of persistent concerns about the quality of the teaching force that remain today. These issues include a low cut-off for entrance into teacher education and failure to attract good students into teaching along with substantial numbers of underqualified teachers. Furthermore, despite feeling valued, teachers in Vietnam are not well paid, with wages that are not competitive with those in other sectors. In fact, at the same time that the “Growing Smarter” report from the World Bank highlighted the importance of a highly qualified, well-paid teaching force, it also acknowledged that teachers are paid substantially less in Vietnam than they are in other “high-performing” education systems like Singapore.  Teachers are also paid less in Vietnam than they are in other Asian countries like Thailand, which perform much worse on international tests. 

Explanations of high education system performance also often highlight the importance of coherence and alignment among goals, strategies, and incentives across all aspects of the education system. In the case of Vietnam, the historical traditions and top-down structure of the bureaucracy fosters a culture of compliance that, for better and worse, can maintain a rigid focus on textbook-based learning and exam performance. At the same time, Vietnam has decentralized control over financing of education in particular, leading one analyst to suggest that Vietnam’s 63 provinces are almost like 63 different education systems, with weak links between financing, information-processing, and accountability. Lê Anh Vinh, Director of the Vietnam National Institute of Educational Sciences, and colleagues also named the fragmentation and poor connections among key aspects of Vietnam’s education system as a critical enduring problem. 

“Vietnam’s 63 provinces are almost like 63 different education systems, with weak links between financing, information-processing, and accountability.”

Corruption across sectors in Vietnam also remains a concern. Although measures of corruption show some improvements over the past ten years, Transparency International reports that as of 2023, Vietnam ranks 83rd out of 180 countries in corruption, slightly below the average, and 64% of those surveyed in Vietnam think corruption is a big problem. Transparency International also reported that in Vietnam there has also been “an explosion of competition for admission to ‘desired schools.’…As a result, corruption in enrollment for desired schools – particularly primary and junior secondary schools – has become rampant in Vietnam, threatening the affordability and accessibility of public education.” The textbook industry, central to the efforts to shift to the new focus on competence, has also been embroiled in a major scandal. 

Building blocks for a shift to competency-based learning? 

In a system long dominated by rote learning and teacher-directed instruction,  the implementation of a new curriculum and textbooks in Vietnam that began during the pandemic is not nearly as abrupt as many might expect. There has been a history of interest in and encouragement for the application of knowledge – not just the acquisition of knowledge – and to more active, student-centered pedagogies as far back as the 1980’s. As part of the Do Moi renovation efforts, Vietnam introduced a new set of textbooks and related policies that sought to support “a more practical and learner-centered education which was seen at the time as necessary for post-war social and economic recovery. Those initiatives recognized knowledge acquisition as important, but also advocated for the engagement of students in real-world activities, application of knowledge, and the holistic development of students.  

Shortly after the turn of the 21st Century, another reform plan put in place a different set of state-sanctioned textbooks that were to be based on newly developed curriculum frameworks (which Vietnam had never had before). This effort sought to balance knowledge acquisition and application by establishing educational aims in knowledge, skills and attitudes. Skills included those identified as relevant for students’ present and future lives such as conducting experiments, raising questions, and seeking information. In turn, teachers were encouraged to adapt their teaching to students’ needs and to use more active learning methods. 

By 2010, some policymakers from the Ministry of Education had also taken an interest in adopting the Escuela Nueva model of education, which had been developed and scaled up in Colombia. That model sought to promote students’ development through active engagement in learning using materials like self-paced learning guides and formative assessments. Piloting began in a few selected school districts, but, by 2016 tens of thousands of teachers and millions of students in Vietnam were using the model. Those experiences exposed the teachers and students involved to some of the key pedagogical ideas and practices reflected in the most recent curricular materials.

At the same time that the Escuela Nueva initiative was underway, the Vietnamese government was also developing the comprehensive plans to shift the whole system to a focus on competencies. Critical aims of these reforms included altering “the outdated teaching and learning methods – which were formerly structured around the transmission of knowledge and memorization of facts – with technology-based education to equip students with hands on skills necessary for the twenty-first century.” Along with the adoption of the competency-based curriculum in 2018 (with implementation begun in first grade in 2020), the government implemented a “one curriculum – multiple textbooks” policy freeing schools from the requirement to use the single set of state-sanctioned textbooks. This new policy was designed to give schools greater choice in selecting materials relevant for their students and their local context and more flexibility in determining the content to be taught by reducing compulsory subjects and adding optional and integrated subject and theme activities.

A group of people sitting at a table with books AI-generated content may be incorrect.
Teachers in Vietnam studying new learning materials (Photo: Vietnam Education Publishing House)

In the most recent reforms, the Vietnamese government also made substantial changes in assessment and testing in order to take the focus off academic performance in conventional subjects and reduce the pressure on students. In primary classrooms, along with eliminating homework, the reforms replaced the grade-based evaluation system with oral and written feedback. At the high school level, the reforms created a single standardized exam to replace a long-criticized sequence of a six-subject exit exam followed about a month later by an SAT-like placement exam for college. 

Summing up the shift to expand the focus of the system beyond academics, at the end of 2024, the Minister of Education and Training, Nguyen Kim Son, stated that the goals of the systemic education reform efforts include developing “well-rounded individuals who know how to live happily and create happiness for themselves and others.” He went on to say: “When students engage in self-directed exploration, problem-solving, and discovery, they develop enthusiasm and are motivated to delve deeper. This progression – from knowing to understanding, from analyzing to applying and synthesizing – enhances their excitement and happiness as they master each level.”

“[T]he goals of the systemic education reform efforts include developing “well-rounded individuals who know how to live happily and create happiness for themselves and others.”

Signs of a shift in (some) instruction? 

As has been the case almost everywhere, the large-scale efforts to transform conventional instruction in Vietnam have encountered considerable resistance and numerous challenges. A review of Escuela Nueva’s expansion to Vietnam by the World Bank, (one of the funders of the project) concluded that the program had a “positive” impact on children’s cognitive and non-cognitive achievement. However, other evaluations suggest that the effects were modest at best. For example, a more recent evaluation acknowledged some short-term positive outcomes, particularly for ethnic minority students, but, over the long-term, those effects appear to have faded away. Furthermore, observers reported that some teachers and students ended up mechanically following the steps in the learning guides – much as they had rigidly followed the textbooks the guides were supposed to replace. In addition, skeptical teachers continued to use traditional methods alongside the new approach, and some parents, concerned that their children were not learning, complained their children came home with “empty minds.” Critics and the press picked up on issues like these, leading to an explosion of negative coverage in the local and national press, with many schools stopping the project as a result. 

At the same time, even in the early piloting phase of the implementation of the Escuela Nueva model, there were some provinces where there were reports of “transformative impact.” An evaluation of from the Department of Education in a northern province with a large ethnic minority population was particularly enthusiastic: 

“Students who were dependent on teachers are now more independent, bold, confident, and excited to learn, and their learning results are better. Thanks to slower-paced learning, teachers have more time to pay attention to weak students, helping to reduce the percentage of weak students. For ethnic minority students, [the program] offered chances to participate in many activities and communicate (listen and speak) with friends in Vietnamese, and their Vietnamese learning results are more advanced. In particular, the new School Model has fundamentally changed the pedagogical activities of the school in the direction of self-discipline, self-management, democratization, and formation of necessary competencies and qualities of Vietnamese citizens.”

Another review of the comprehensive reforms noted similar challenges but also evidence of progress, stating: “When launched in 2014, the process has been challenged due to concerns about the feasibility by public opinion, schools, and teachers. However, after two years of implementation, there have been obvious changes in primary education. The guiding principles of learning and teaching at primary schools now are what the students learned and what they could do, rather than their grades.”  

“[C]conventional instruction continues to dominate but… ‘there may be more competency-focused learning than is often reported in research on Vietnamese education.’”

Most recently, researchers have been analyzing videos of classroom practice in a small set of high schools across 10 provinces. Their preliminary analysis uncovered numerous instances in which teachers were using strategies like questioning, feedback and modeling to support students’ learning of skills like creative thinking and problem solving. They also found that teachers in high-performing classrooms provided more opportunities to discover new concepts and connect them to prior knowledge and experiences. They conclude that conventional instruction continues to dominate but add: “there may be more competency-focused learning than is often reported in research on Vietnamese education, and perhaps more than many policymakers know, given their ardent critiques of the education system that, they think, is tailored to memorization and testing.” 

Next Week: Next steps and critical challenges in the development of the Vietnamese education system: Can Vietnam transform the conventional model of schooling (Part 4)?

Leave a comment

Posted in Uncategorized

Tagged , , , ,

Building the capacity for high quality education at scale: Can Vietnam transform the conventional model of schooling (Part 2)?

Posted on January 26, 2026 by | Leave a comment

Despite a much more limited budget and a much larger population than “high performing” countries like Finland and Singapore, some common factors help explain Vietnam’s educational success. Drawing on observations from a trip to Vietnam, the second post in this 4-part series from Thomas Hatch focuses on some of the key elements that helped Vietnam make substantial improvements in education. Future posts explore Vietnam’s subsequent efforts to shift to a competency-based approach and some of the critical issues that have to be addressed in the process. For other posts related to Vietnam, see part 1 of this series, Can Vietnam transform the conventional model of schooling? Educational improvement at scale, and earlier posts including Achieving Education for All for 100 Million People: A Conversation about the Evolution of the Vietnamese School System with Phương Minh Lương and Lân Đỗ Đức (Part 1); Looking toward the future and the implementation of a new competency-based curriculum in Vietnam: A Conversation about the Evolution of the Vietnamese School System with Phương Lương Minh and Lân Đỗ Đức (Part 2); The Evolution of an Alternative Educational Approach in Vietnam: The Olympia School Story Part 1 and Part 2; and Engagement, Wellbeing, and Innovation in the Wake of the School Closures in Vietnam:  A Conversation with Chi Hieu Nguyen (Part 1 and Part 2).

What does it take to create a “high-performing” education system? For long-standing top-performers like Singapore and Finland a comprehensive educational infrastructure includes: 

  • Technical capital – adequate funding, facilities, curriculum materials, and assessments 
  • Human capital – well-prepared, well-supported, and well-respected educators
  • Social capital – shared understanding and strong connections and relationships among educators, policymakers, community members and between schools and the education sector and other parts of the society.

In Vietnam, a more limited budget and a much larger population have made it harder to produce and sustain high-quality facilities, a well-prepared and supported workforce, and a tightly connected and coherent education system. Nonetheless, the Vietnamese education system has been able to draw on and develop some key aspects of technical, human, and social capital that have contributed to the establishment of a system that provides almost universal access to education through 9th grade at a relatively high level of effectiveness.

Technical capital: Funding, Facilities, and Textbooks 

In terms of funding, the Vietnamese government demonstrated its commitment to education by increasing public spending on education from about 1% of GDP in 1990 to about 3.5% in 2006. Those investments were essential for the construction of large numbers of new primary and lower secondary schools in the 1990s and for the production and distribution of free textbooks for students whose families could not afford them. In turn, these efforts contributed to the substantial increases in enrollment and access to education during that time. 

Vietnam has continued that financial commitment to education by spending nearly 20% of its budget (almost 5% of its GDP) on education from 2011 – 2020,  a level of spending higher than countries like the US and even Singapore. That commitment was put into a law passed in 2019 that stipulates that the government should spend at least 20% of its budget on education moving forward, though it has not quite reached that level. Notably, the government commitment has included an investment in equity as Vietnam allocates more spending per capita to disadvantaged provinces and municipalities and pays higher salaries to teachers serving in those areas.

A graph of red bars Description automatically generated with medium confidence

Government-produced textbooks have also played a critical role in the evolution of Vietnam’s education system. These textbooks served as the “de facto” curriculum for some time, with teachers trained to deliver the content in the textbooks and large classes of students moving through the textbooks in a lock-step fashion. Like “managed instruction” approaches that have raised test scores and achievement levels in some districts in the US, textbooks produced by the government with centrally established learning goals may have provided the rapidly increasing student population with access to a common educational experience aligned to conventional assessments and international tests. As a history of the education system in Vietnam explained it, the replacement of textbooks at all school levels in the early 1990s “brought consistency to general education across the nation.” 

Human Capital: Respect for teachers and teachers’ expertise 

In Vietnam, explanations of the development of the educational system often cite the respect for teachers and their work and dedication as critical factors in the development of the education system. Notably, in OECD’s 2018 TALIS survey of teachers and teaching 92% of Vietnamese teachers report feeling valued by society, some of the highest rates among all OECD countries and astoundingly high compared to the OECD average of 26%. By comparison, slightly over 70% of teachers in Singapore (#2 in the rankings) and slightly less than 60% of teachers in Finland say they feel valued by society. In addition, 93% of teachers in Vietnam reported that teaching was their first choice of career (versus an average of 67% of teachers in other OECD countries).  Correspondingly, teacher absenteeism is virtually unknown in Vietnam. 

92% of Vietnamese teachers report feeling valued by society…astoundingly high compared to the OECD average of 26%. By comparison, slightly over 70% of teachers in Singapore (#2 in the rankings) and slightly less than 60% of teachers in Finland say they feel valued by society.

There is also some evidence to suggest that, overall, teachers in Vietnam have a relatively high level of expertise. For example, data from the Young Lives project shows that primary school math teachers’ pedagogical skills are the one school variable that explains a significant amount of the difference in the gap between the scores of students in Vietnam and their counterparts in India and Peru. Furthermore, the variance in the effects that teachers have on their students’ learning is much smaller in Vietnam than it is in many other countries, suggesting that there are relatively few really bad teachers. 

A graph of the teacher's values Description automatically generated with medium confidence

Social capital: Shared values, common commitment, and relationships

Along with Asian countries like China and Singapore, Vietnam shares Confucian traditions that have placed high value on education for hundreds of years. That commitment to education has also been a critical part of the economic and social development of Vietnam over the last half century of the 20th Century. In 1945, for example, Ho Chi Minh declared Vietnam’s future depended on the education of its children, and that same year, the government issued decrees announcing a call for “anti-illiteracy” campaigns and the establishment of literacy classes for farmers and workers. Shortly thereafter, 75 thousand literacy classes with nearly 96 thousand teachers were serving 2 and a half million people. 

The intertwining of education and national development was also evident in the 1980’s as Vietnam’s shift towards a more market-based economy aligned well with the interests of international NGO’s like the World Bank and the Asia Development Bank. These and other international organizations have provided crucial funding and guidance for economic and educational development in Vietnam since the 1990’s.  

Those I talked to in Vietnam also emphasized the importance of the commitment to education that parents demonstrate in their support for schools. Vietnam’s education minister in 2015, put it succinctly:  “Vietnamese parents can sacrifice everything, sell their houses and land just to give their children an education,”

“Vietnamese parents can sacrifice everything, sell their houses and land just to give their children an education,”

Importantly, students also demonstrate a belief in the power of education and respect for their teachers. 94% of the Vietnamese students surveyed as part of the PISA tests in 2015 agreed with the statement that “It is worth making an effort in math, because it will help us to perform well in our desired profession later on in life,” and surveys from the latest PISA test in 2022 showed that the proportion of class time teachers in Vietnam have to spend keeping order in the primary classroom (9%) is one of the smallest among all participating countries. 

Along with these shared values and commitments, Vietnam also appears to have developed some strong relationships between educators, government officials, and community leaders and parents.  Attention to these relationships may have played a particularly valuable role in the effort to extend and support schooling in rural ethnic minority areas. Phương Minh Lương, who has worked and conducted research with several ethnic minority communities, explained it to me this way:  “That is the power of the collective or what we might call the ‘power with.’  There’s close coordination between authorities at grassroots levels and schools, with monthly meetings between the village or what we call the commune authorities and school leadership and educators. These include school officials like the headmaster and representatives of mass organizations like the Women’s Union, Youth Union, and Study Promotion Associations at the village level. These meetings are organized by the commune authorities, and they discuss all the problems related to the life of the local people in the village and in the school.  Then if there is a problem, like there are children who have dropped out, then the authorities can support the school in that area and they can come to see what are the reasons these children dropped out, and are there any solutions to get these children back to school.”

“That is the power of the collective. There’s close coordination between authorities and schools, with monthly meetings between the village or what we call the commune authorities and school leadership and educators.”

Reflecting on the extent and impact of this coordination, Lương described instances in which educators or village heads travel significant distances to meet parents and students in their homes, and, when necessary, provide transportation to help the students get back to school. Illustrating the shared cross-sector commitment, another interviewee reported that in some mountainous regions, parents who live far from the local schools can send their children to temporarily live at border army posts where soldiers then transport the students safely to the local school.    

Later this month: Challenges and opportunities for learning and development in Vietnam: Can Vietnam transform the conventional model of schooling (Part 3)?

Leave a comment

Posted in Uncategorized

Tagged , , , ,

From a “wide portfolio” to systemic support for foundational learning: The evolution of the Central Square Foundation’s work on education in India (Part 2)

Posted on January 21, 2025 by | Leave a comment

This week, IEN continues to look at the developing work of the Central Square Foundation (CSF) and its efforts to build the capacity for improving learning outcomes in India. The post draws from an interview with CSF’s Co-Managing Director Shaveta Sharma-Kukreja. Last week, part one explored the first five years of the Foundation’s initiatives (2012-2017) and how they developed their current strategy focusing on foundational learning, educational technology, and affordable private schools. This week, part two concentrates on the “four pillars” of their approach to foundational learning and the lessons they have learned in trying to improve learning at scale in India. This interview was published originally on internationaledews.com on April 14, 2022.

“Four pillars” of work on foundational literacy: Partnerships, aligned instruction, professional development and assessment

Thomas Hatch: Tell me a bit about your work on Foundational Literacy now.

Shaveta Sharma-Kukreja: After almost four decades, India came up with a new education policy that highlights that unless we solve for early learning, any other reform, whether we do it in higher education or in secondary schools, will become irrelevant. Just last summer, the national government launched the policy with the introduction of the National Initiative for Proficiency in Reading with Understanding and Numeracy (NIPUN) The initiative aims to ensure that, by 2026-27, every child in India attains foundational literacy and numeracy by the end of Grade 3. CSF has had a small but a catalytic role in the development of the policy, and this initiative is now phase three of our mission.

It’s important to know that India doesn’t have a formal early childhood education system. Our Right to Education Act starts at age six and grade 1. Prior to that, you can go to the Anganwadi Centers, which are under a different Ministry, the Ministry of Women and Child Development (MWCD). Those Centers, by the way, have done an incredible job when it comes to vaccination, nutrition, and health, but, unfortunately, the system is overloaded, and they also now have to take care of education. The new education policy talks about the need to address this problem in the three-to-eight-year age group and to have a strong pre-primary section, but it’s not yet institutionalized in the education system. 

TH: So this is a new focus area – it still follows your same general approach – but it’s not a totally distinct endeavor? 

SS: Exactly. It’s what we call radical prioritization of early learning. The idea is how do we equip the existing education system to raise the floor of their approach to early learning so that it translates into learning outcomes?  And it’s particularly crucial right now because, with COVID, enrollment in India is back to being a problem, especially with some socio-economic groups. For example, a girl who walked into grade three now would never have gone to grade 1 or grade 2, and India doesn’t have a pre-primary school system. The girl is probably eight or nine years old and is expected to start working at the third-grade level. That’s why the early learning focus is so important from a COVID learning loss perspective as well. 

“Now a girl would walk into grade three never having gone to grade 1 or grade 2, and India doesn’t have a pre-primary school system. The girl is probably eight or nine years old and is expected to start working at the third-grade level. That’s why the early learning focus is so important from COVID learning loss perspective as well.“

Building a lot on RTI’s approach in Kenya, we are pursuing what we call a four-pillar approach. The first step is to do a system diagnostic – “What are the critical enablers we need?”. One of the challenges in India is that learning gains are very intangible in the early stages of education. In India, the first high stakes assessment happens in grade 10, which is a board exam. That’s very critical and private schools will advertise how well they do, but it’s very late in the cycle of education and there’s no ownership or accountability for earlier stages of education. Actually, the system allows a child to pass out of primary and upper primary school without really having learned. That’s why the first step is How do we get alignment on goal setting and communication?” From the Chief Minister of a state to a parent or an illiterate parent who’s sending a first-generation learner to school, do we all understand what we mean by the mission of education and what we are hoping to achieve? What does learning to read with meaning mean? What does it mean to be able to do basic arithmetic? That becomes the first pillar. 

“From the Chief Minister of a state to a parent or an illiterate parent who’s sending a first-generation learner to the school, do we all understand what we mean by the mission of education and what we are hoping to achieve? What does learning to read with meaning mean? What does it mean to be able to do basic arithmetic? That becomes the first pillar.“

Teacher professional development and teaching and learning materials – the second and third pillars – are related.  With our literacy and numeracy partners, we are working on a structured pedagogy approach to ensure that there is a common learning outcomes framework reflected in lesson plans, workbooks, and learning activities for children in the classroom as well as deeply aligned teacher professional development. One of the learnings of all teacher training initiatives in India has been that teacher training by itself – which isn’t aligned to our curriculum or pedagogical approach – might inspire teachers, but doesn’t always translate to benefits in the classroom. So it’s designed to be a very integrated approach. In other words, it’s capacity building for the entire value chain, including teacher education and including all the materials and layers of academic support which are supposed to be helping teachers in the classroom. 

The fourth pillar is assessment and developing a monitoring framework. What will the assessment and monitoring dashboard look like at the district level, at the state level and then at the national level? Unfortunately, in India right now assessment is equal to testing and testing means we are judging children, whereas the intent has to be to assess so that we can support children wherever learning gaps are coming up.

Then, in order to support adoption and behavior change around these four pillars, we have to take into account things like, in India, teachers don’t retire. As economists say, there’s a “stock” but not a “flow;” there’s not an active “churn.” “I’ve been a teacher for two decades. What’s in it for me to truly change how I teach children language or another subject?”  That’s why we’ve specifically called out behavior change along with things like home learning and community engagement. How can we augment the teaching time that children are getting in school with the time they’re getting at home? But I want to stress that the idea is not to shift the responsibility of education to the parent, but can they play an enabling or facilitating role? 

These four pillars capture the work we are doing in our key states (Haryana, Gujarat, Uttar Pradesh, Madhya Pradesh) with a focus on learning. Overall, our role is to leverage other NGO’s in the eco-system. The coalition that works with the state government in each case includes the Central Square Foundation, and we typically play a project management role and help to leverage other NGO’s in the eco-system, including a literacy expert and a numeracy expert. This approach reflects the principle that to solve this complex need, we need different organizations to bring their expertise and co-create a solution with the state. And it’s not proprietary. We want Gujarat to run it as Gujarat’s Foundational Literacy and Numeracy program. For it to actually scale and sustain, the budget, the branding, the operational costs has to come from the State itself. 

Reflections on the challenges and opportunities of supporting learning at scale 

TH: What kind of pushback have you gotten as this work has evolved? Are there particular areas where the government has resisted or you’ve had to change in order to move the partnership forward? 

SS: It took us a while to land on this four-pillar approach, but it’s what we have done strategically and theoretically. Actually bringing it to the ground with other partner organizations, as you can imagine, is easier said than done. There was a learning curve that we ourselves needed to go through. 

It’s easy for me to say that we are bringing together a project management partner, a literacy expert, and a numeracy expert. But historically in India, NGOs haven’t collaborated well. I think we NGO’s and civil society organizations tend to be in love with our own IP [intellectual property]. We think we’re the only ones who can do it, and it has to be done “our way.” But if I’m a teacher in a government school, and I’ve been teaching a certain subject for two decades, I’ve seen many programs and many missions and many NGOs come and go, but I’m still here. You can’t expect me to learn a different way of teaching language and a different way for numeracy and then do assessment. It all has to come together in an integrated manner. 

“If I’m a teacher in a government school and I’ve been teaching a certain subject for two decades, I’ve seen many programs and many missions and many NGOs come and go, but I’m still here. You can’t expect me to learn a different way of teaching language and a different way for numeracy and then assessment. It all has to come together in an integrated manner.“

The devil in the details is how will all the partners work together? How will we establish accountability? That’s been a learning experience. Because organizations are also people, understanding the chemistry of different partners – first at a coalition level, and then with the government stakeholders – has also been an interesting journey. 

From a government perspective, everyone understands why early learning is important so they latch on to the need for early learning, but I think the biggest challenge has been assessment and putting a strong monitoring system in place. Again, this comes from a legacy of assessment being equated with tests and exams that are used for selection. But it’s been much harder to make the transition to using assessment to inform instruction and to make course corrections so that everyone is that grade level and year-end remediation is not required. 

The other classic challenge is how prescriptive should a structured pedagogy approach be? Is teaching a science or is teaching an art? With our approach with the instructional materials and guidebooks for the teachers, we are trying to solve for the part that is science. And if you are a teacher who gets the art part right, your classroom will be more engaging, your students will be more engaged, and it will show up in their work. Whereas, if I’m an average teacher with average motivation, and I just want to get my work done, if you can provide me with a scientific solution that is prescriptive to a certain extent, at least it will ensure that my children get to grade level.

So, all in all, I would say our own learning has been around four challenges. First, what does it take to build a coalition for the four-pillar approach: What will our role be, how do we establish accountability? Second, how do we land that approach with a government so they see we are not coming with our own NGO program, that we want to help strengthen their early learning program? Third, how do we solve the assessment problem, so that assessment is both a check for understanding in the classroom and a way of monitoring so we know the health of the system overall? Fourth, what does having a scientifically defined learning framework with micro competencies and related lesson plans, do to the autonomy of a teacher?  Those have been the biggest challenges and areas of learnings for us.

“What does having a scientifically defined learning framework, with micro competencies and related lesson plans, do to the autonomy of a teacher?”  

TH: What have you learned and what have you had to change in order to shift, particularly that NGO mindset of “I have the solution?” 

SS: The first thing we’ve learned is we don’t have to start with a solution that we are proposing. First, we have to do a diagnostic and understand – and help the government understand – what their current approach is. How do they do early learning? What have their gaps been? What’s happening in the classroom and what are teachers experiencing? Then one of the things we’ve had to change is to get the conversation started on learning goals, teaching and learning materials, and on an assessment framework with the government as an equal partner. We’re not presenting the framework to them. We’re actually discovering it together. We’re peeling the onion to see what ‘s amiss, what can we contribute?  How can you support that or this is sacrosanct and you can’t touch it?  For example, in India, you can’t touch textbooks.  Textbooks come from NCERT/SCERT (State Education Department) and they just get followed. However, if you want to reorder or the sequence or if you want to skip two chapters and augment them with some supplementary material, we can have that conversation. It has been crucial to understand the constraints and the appetite for change.  It has taken us a while to realize that we’re not helping states start the early learning program we are helping them augment their early learning programs so that kids learn on grade level.  

“It has been crucial to understand the constraints and the appetite for change.  It has taken us a while to realize that we’re not helping states start the early learning program we are helping them augment their early learning programs so that kids learn on grade level.”

Leave a comment

Posted in Uncategorized

Tagged , , , ,

What in the world is happening in the US? Scanning the headlines for news on education and the election

Posted on November 6, 2020 by | Leave a comment

This is an updated version of a post that I published initially on internationalednews.com

The US elections on November 3rd spawned uncertainty and anxiety across the country. In addition to summarizing the initial presidential election results (using the headline “Trump sets U.S. on course for institutional crisis”), Politico’s Global Translations provided links to headlines from around the world.

https://www.politico.com/newsletters/global-translations

Beyond those headlines focusing on the Presidential election, I found a series of stories that described the implications for education at the national, state, and local levels as well as several articles and blog posts that explored how educators and students are responding so far.

Before the election, Education Week focused on 7 Big Questions for Schools and Education and noted as well that Educators Prefer Governors With a More Cautious Approach to COVID-19. After the election, Sean Cavanagh reported on the “muddled picture for K-12 and the education industry.”

Chalkbeat previewed 8 big consequences the election could have for America’s K-12 schools. After the election, they took a look at what the results mean for schools and reported on a series of education related issues in Indiana, Colorado, and Michigan:

The74 continues to curate a live blog with updates on key education related votes across the country 2020 Liveblog — Education on the Ballot: Rolling Updates, Results & Analysis From 50 Key Votes That Could Reshape Education Policy. In addition, they have summarized many of the results of state and local elections for governors, senators, and school board members (Education on the ballot 2020) along with highlighted results of several different ballot initiatives:

  • Pre-K Wins Big in Colorado, San Antonio, St. Louis, and Multnomah County
  • California Ban on Affirmative Action in College Admissions Likely to Stay in Place
  • Washington State Passes Sex Education Bill
  • Florida Voters Choose to Amend State Constitution to Say ‘Only a Citizen’ Can Vote

Ballotpedia provides links to an extensive set of overviews and results of national elections, ballot measures/issues, state-by-state elections, and school board elections, and google searches of education and elections turns up many stories on local ballot measures and school board races.

Beyond the results, both before and after the election, a series of stories have been looking at the aftermath and how to deal with it in schools and classrooms.

Leave a comment

Posted in Uncategorized

Tagged ,