Current Status of Quality Assurance
of Sathya Sai Schools
After a review of the global accreditation process, elements of regionally-based quality assurance began
to emerge within the Sri Sathya Sai Organisation. The
document had extensive influence on the early development of Sathya Sai Schools, and this influence continues in the
absence of a formal global inspection and accreditation process.
is yet to be adopted by all Schools. Nevertheless, schools in several countries continue to rely on
to guide quality assurance in various degrees at the school level, among them, Sathya Sai Schools in Toronto, the Philippines, Zambia, Thailand, South
Africa, and Latin America. Also, the Institutes of Sathya Sai Education (ISSEs) are emerging as strong components
in the Sathya Sai School quality assurance process.
In India, the ISSE in Mumbai has adopted
to ensure that those schools which adopt the curriculum of Sathya Sai Education in Human Values, satisfy
the requirements of quality standards developed by the Institute.
provides the guidelines for compliance with the standards through a normalised procedure of systematic trials.
In Toronto, Canada, the guidelines of the
standards are closely followed with respect to administration of the school as well as in learning and instruction.
National test results of Toronto Sai students are much higher than the Provincial average, and the principal
uses those test results and
standards to evaluate the success of school programmes.
In South Africa inspection and accreditation continues to be based on
standards organised by the Sri Sathya Sai Organisation at the national level. The ISSE in South Africa is
integrally involved in Sathya Sai School quality assurance. An Inspectorate is appointed, and regular inspection
visits are conducted. In order for a school to maintain the status of a Sathya Sai School, it must meet certain
standards as laid down by the ISSE. The inspection process examines and evaluates the school to ascertain
if the required standards are being met. When the school has cleared this inspection process, it is
accredited with the status of being a Sathya Sai School. The inspector together with members of the
Sathya Sai Education Council
and the ISSE assist the school in this process through regular inspections that offer advice and guidance.
Annual inspections are conducted by the Sai Inspectorate utilising a version of
contextualised for use in South Africa to align with the national curriculum requirements.The four inspectors
on the team undertake continuous individual monitoring of the schools, usually on a monthly basis. All aspects of
school operation are assessed: administration and organisation, management, financial, curricular and extra-curricular
matters. Inspectors make their findings known to the Chief Inspector. Each of the schools is then assessed by the
full team on an annual basis. This inspection is an in-depth one and covers all aspects of the school. A detailed
report is then submitted to the President of the Central Council of South Africa for forwarding to the International
Institute of Sathya Sai Schools. These informal (monthly) and formal (annual) inspections and assessments ensure
that the Schools maintain the educational standards for quality assurance.
South African Sathya Sai Schools are following a national curriculum that outlines the standards and
outcomes that learners are expected to achieve at each grade. Learners at the Sathya Sai Schools are achieving these
standards.To measure this, the South African Sai Organisation Education Council plans to run Common Assessments in
Mathematics, Life Orientation and English in grades 3, 6 and 9, the exit grades of each phase. The older three of
four South African Sathya Sai Schools were awarded a
three-year accreditation from an inspection coordinated by the Global Accreditation Commission in 2003.
The growth of Sathya Sai Schools in Latin America has been rapid over the past five years.
The Sri Sathya Sai Organisation of Latin America developed a systematic design for quality assurance of Sathya Sai Schools in the region based on
with implementation in progress at the date of this publication. Revisions in the regional quality assurance
document are done annually, based on experience. Planning for quality assurance of Sathya Sai Schools at the
regional level began in 2002 in Latin America with a Congress of all Sathya Sai Institutes. Quality assurance
guidelines based closely on
were developed for the region, and qualified inspectors were appointed. The eleven ISSEs in Latin America were
given responsibilities to maintain quality assurance in Sathya Sai Schools, and presently, the institutes of Brazil,
Argentina, Chile, and Mexico are actively involved in the administration and quality assurance of the Sathya Sai
Schools in their respective countries.
The marks that students get in the examination are not true marks. True marks arise from the heart.
—Sri Sathya Sai Baba
Given the rapid expansion of schools over such a large region, the development of regional guidelines for quality
assurance in Latin America is a work in progress. In the Institute of Sathya Sai Education in Argentina, for example,
guidelines and expectations for establishing Sathya Sai Schools and teacher training are comprehensively described.
An accreditation committee is part of the Institute working group there.The Brazil ISSE reports that
informal qualitative evaluations of Sathya Sai Schools have shown clearer results than formal inspection visits,
indicating the emerging nature of the quality assurance process. A two-member committee visited all Sathya Sai Schools
and reported to the Institute, with a very positive view about the quality and management of all Schools. A member of the
Brazil Institute was named as a permanent inspector and accreditation official for the five Sathya Sai Schools in the area.
Each Sathya Sai School has a Permanent Supervising Board (mostly connected to the Sri Sathya Sai Organisation),
independent from the School Board.The mission of the Supervising Board is to learn, support, understand, and guide
in the development of the Sathya Sai School in accordance with the principles of the educational philosophy.
Some of the Sathya Sai Schools follow standardised governmental tools to evaluate academic achievements, and show promising results.
The ISSE in Chile indicates that the Sathya Sai School is accredited by the Chilean Ministry of Education.
The ISSE in Mexico reports that there is no formal accreditation process implemented at present; however, the Sri Sathya Sai
Organisation schools' inspector makes frequent visits. In other countries, such as Guatemala, Peru, Ecuador, Chile, and Paraguay there is still no SAI 2000 or equivalent accreditation process in place for the Sathya Sai Schools. However the quality of the education in each of them
has been verified by the Latin America Sri Sathya Sai Organisation.
The Venezuela Sathya Sai School operates under SAI 2000 accreditation, and it has its own continual process of improvement in all areas considered in SAI 2000. In Venezuela there is also an accreditation person as a member of the Fundasathya, the Sai Organisation Education
Trust, which oversees the operation of the School.The School maintains high educational standards and a defined process
of quality assurance; however, the Venezuela Sathya Sai School has no academic assessment comparison with other schools
because the Ministry of Education has not considered such policy among the national schools. By 20062007 the Sathya Sai
School will start an academic research programme to get comparable variables.
Worldwide, Sathya Sai Schools adopt respective national curriculums integrated with the human values.
In most cases, national curriculum assessments or inspections by respective Education Ministries complement the quality
assurance system in Sathya Sai Schools. For example in South Africa, the national accreditation requirements are that all
independent schools are required to undergo an accreditation process based on national standards conducted by a national
body, UMALUSI. At two of the South Africa Sathya Sai Schools the national evaluation has been completed and now they will
undergo an on-site visit. The other two schools are in the process of completing the self-evaluation.
Chapter 8 gives examples of achievements of Sathya Sai Education programmes. In relation to quality assurance,
it is common to see reports of Sathya Sai Schools exceeding their respective national curriculum assessment
standards and their being viewed as model
schools by public education officials. Examples include Sathya Sai Schools of Canada, Zambia, Thailand,
The Philippines, Peru, and New Zealand Preschool. In July 2003, the Australia Sathya Sai School underwent an
educational inspection by the New South Wales Board of Studies. The inspectors were most impressed by the school's
education in human values programmes and its academic curriculum.
They stated that the Sathya Sai School had achieved its goal of integrating human values into the
general Australian school curriculum.The school was granted a six-year certificate, which was the maximum available. Other examples are given in Chapter 8.