Dr. K. E. Harish,
Group CEO, Sadhbhavana Group
Dr. K. E. Harish has been in the forefront of educational change management for over two decades. With the Doctorate in Political Science, M.Phil. in Education, MBA in Human Resource Management, he is associated with some of the best schools in Kerala as a leader, management committee member or on an advisory level. He is a certificate holder of Harvard Business School and Harvard Graduate School of Education in School Management and Leadership.
Dr. Harish has established one of India’s reputed and widely recognised educational organisations – Sadhbhavana Group. The group runs under it, one of the top 10 schools in the country – Sadhbhavana World School. It also has a band of other school related organisations which include an early childhood curriculum and consultancy division.
Besides being the CEO of Sadhbhavana Group, Dr. Harish is also the CEO of the Eminence Private School, Fujairah, UAE, CEO of Centre for Research in Education and Teachers Training (an initiative with the Govt. of Kerala), CEO of Sadhbhavana Institute for Research in Education and Vice President of Early Childhood Association, India.
Dr. Harish has won several awards in his journey as an educator. Some of the notable ones include the ‘Edupreneur’ Award in 2012 from the Chamber of Education, New Delhi for his exemplary work in the field of education, Top 51 ‘Edupreneurs’ of India by EducationWorld Magazine in 2013, and the BrainFeed EduLeader of the Year Award in 2019. He is also serving as a Trusty of a Global NGO named Mission Better Tomorrow.
1. As an institution builder, how do you see the evolution of schools in this fast-paced technological world?
In the history of human evolution in terms of humans’ knowledge acquisition process, printing was the biggest gamechanger. Before the invention of printing, education followed the Gurukula model: a teacher imparted knowledge directly to a disciple over years of close interaction. Printing transformed this dynamic by making knowledge ‘stackable’ – in other words, reproducible and widely distributable. This development led to the rise of institutionalised, centralised, and standardised education, with schools and colleges as the epicentres. Books consolidated information in one place, and individuals who could memorise and recall content became most valued. Consequently, education became largely content-focused and memory-centred.
The second big milestone was the internet, which turned stackable knowledge/content into ‘floatable’ knowledge – accessible from anywhere, at any time. When information is instantly available at one’s fingertips, memorising vast quantities of content becomes less relevant. This shift compelled education systems worldwide to move beyond rote learning and instead develop skills, competencies, and mindsets. Now, abilities such as cognitive flexibility, unstructured problem-solving, critical thinking, communication, and collaboration became the main focal points of education.
Meanwhile, the world has grown preoccupied with power acquisition at individual, institutional and national levels. Here, truth or facts do not matter as information is used predominantly as a tool for acquiring power. Content creation, influenced by generative intelligence, is not necessarily driven by factual accuracy or truth. In such a context, a strong moral compass is more critical than ever. Faced with escalating inequality, conflict, poverty, and environmental degradation, the world urgently needs ethical and empathetic leaders. Students, though only 20% of the present population, represent 100% of our future. Hence, education must focus on nurturing tomorrow’s leaders to act with integrity and moral responsibility.
Lastly, schools should be solutionary centres, producing solutionary minds. Human beings, non-human life and environment constitute the three core pillars of our planet. However, rampant consumerism and unchecked production have undermined the delicate balance among these pillars. Species extinction is occurring at an alarming rate, and environmental damage pushes us closer to irreversible catastrophe. This is where the solutionary mindset becomes critical. This will ensure that whatever humans do benefits – not harms – the other two pillars.
2. How can a leader build a positive school culture?
To build a positive school culture, the most important prerequisite is to establish clear and explicit institutional values. These values should not only be documented but actively communicated to the entire school community. They need to be discussed regularly, reinforced through actions, and consistently modeled by both staff and leadership. When everyone understands and aligns with these values, it creates a shared sense of purpose.
Another key factor in building a positive school culture is ensuring that the vision of the organisation is shared by all. When school leadership effectively shares the mission and goals, and when all stakeholders of the school – teachers, staff, and students – understands the collective journey, it creates a sense of ownership and belonging. This clarity of direction fosters positive energy and commitment among staff, motivating them to contribute to the school’s success.
The leadership’s approach also plays a crucial role in shaping the school’s culture. A leader who demonstrates a considerate, empathetic and caring attitude toward staff, students and families cultivates an environment of trust and respect. When school leaders model these behaviours, they set the tone for the entire school, ensuring that everyone feels valued and supported.
Finally, creating a work environment where all staff members feel relevant and empowered is vital for a positive culture. This involves fostering a sense of inclusion, where everyone feels their contributions are meaningful. Encouraging collaboration, providing opportunities for professional growth, and recognising achievements are essential ways to make everyone feel engaged and appreciated, contributing to a culture of mutual respect and enthusiasm.
3. According to you, what are the three critical things that a school leader should do to help teachers in school and in turn accelerate school growth?
Continuous Professional Development: A school leader plays a crucial role in ensuring that teachers have access to ongoing professional development opportunities. This includes not only providing training on the latest teaching strategies and pedagogical techniques but also creating an environment where teachers are encouraged to engage in continuous learning. Offering workshops, peer observations, mentorship programs, and opportunities for teachers to attend conferences or further their education help to build their skills and confidence, ultimately leading to improved student outcomes and school growth.
Provide Professional Challenges, Learning, and Opportunities for Success: Teachers thrive when they are given opportunities to grow through professional challenges. A school leader should create an environment that promotes innovation, risk-taking and collaboration, where teachers feel supported are ready to try new approaches. By offering meaningful challenges, such as leading a new initiative or experimenting with new classroom technologies, leaders empower teachers to push their limits, learn from their experiences, and celebrate their successes. When teachers are able to taste the victor through overcoming challenges and achieving goals, it builds their sense of accomplishment and motivates them to continue striving for excellence, which in turn accelerates overall school growth.
Believe in and Align with the Organisational Vision and Values: A strong leader not only believes in the school’s vision and values but also inspires the teaching staff to embrace them. By clearly communicating the organisation’s goals and showing how each teacher’s role fits into the bigger picture, the leader fosters a sense of unity and purpose. This collective focus builds a positive school culture where everyone is invested in shared objectives. Ultimately, a leader’s unwavering commitment to the vision and values unites staff and drives school-wide growth from within.
4. How can you help teachers improve their instructional methods? What kind of training do you think are required for their professional development?
To help teachers improve their instructional methods, it is essential to address both teacher skills and teaching skills. These two aspects play complementary roles in enhancing the overall effectiveness of teachers, and professional development training should be structured to address both areas comprehensively. In an era of Artificial Intelligence, teachers should be able to integrate digital resources and techniques into instruction so that quality engagement of the students can be ensured with improved results.
5. How do you empower teachers to be leaders and role models for students?
Society is becoming increasingly complex. On one hand, the growing addiction to the digital world and gadgets is disconnecting young people from reality, while human emotions are often seen as less important in the pursuit of higher productivity. In this context, teachers must evolve as role models, demonstrating what it means to truly "be human". Navigating this whirlwind is not easy. It requires a high level of self-esteem, a strong personal philosophy, and an unwavering internal scorecard. Only with these qualities can teachers stand firm and become effective role models for their students.
6. What would you define as 'key goals' for a teacher in today's rapidly changing world?
In today's rapidly changing world, the key goals of a teacher are multifaceted and crucial in preparing students for an unpredictable future. First and foremost, a teacher's primary responsibility is to prepare students for the complex and uncertain world they will inherit. This involves equipping them with both the necessary skill sets and mindsets to navigate challenges, adapt to new technologies, and thrive in a constantly evolving society.
A teacher must also instil in students the ability to reflect – encouraging them to critically analyse their thoughts, actions and decisions. This self-awareness fosters emotional intelligence and helps students make thoughtful choices in a world that often values speed over depth.
In addition, teachers should guide students towards understanding that true fulfilment does not come from the pursuit of power, fame or wealth, but rather from the search for happiness, purpose, and meaningful connections. By cultivating values such as empathy, resilience and integrity, teachers can empower students to live authentically and contribute positively to society.
Ultimately, a teacher’s goal is to nurture well-rounded, thoughtful individuals who are not only equipped for success in the workforce, but also prepared to lead fulfilling lives and make a positive impact in the world.
7. What is your advice for teachers to become lifelong learners?
Being a lifelong learner is no longer a choice for teachers – it is an absolute necessity. Research shows that the volume of content in the world is doubling every six hours. In such a fast-paced, information-heavy environment, if we were to sleep for just two weeks and wake up, we would find ourselves outdated in many areas!
Students today are digital natives; they have grown up with technology and know how to access and update information faster and more effectively than most teachers. This reality places a significant demand on teachers to remain knowledgeable and relevant. To earn the respect and trust of students, educators must demonstrate continuous learning and adaptability. In a world where change is constant, the ability to learn and grow professionally is essential for maintaining credibility and authority in the classroom.
As the saying goes, “Water flows from the tap only if the tank is full.” Likewise, teachers must continuously fill their knowledge reservoir so that they can share wisdom and provide the guidance their students need. This commitment to lifelong learning is not just an option; it is vital for a teacher to remain effective and engaged throughout their career.