‘India’s 3.5 million teachers are shaping the country’: Alison Barrett MBE, Director India, British Council – Education News

Did you know that as many as 10 US Presidents were once celebrated teachers – including Barack Obama and Woodrow Wilson? Did you also know that India’s first two Presidents – Rajendra Prasad and Sarvepalli Radhakrishnan – were accomplished teachers, and the latter’s birthday on September 5 is celebrated as the Teachers’ Day? “Teachers have a big role to play in shaping the destiny of a nation,” says Alison Barrett MBE, director India, British Council, who was also previously a teacher. In an interview with FE’s Vikram Chaudhary, she adds that India’s 3.5 million educators are quietly shaping the minds of future generations. Excerpts:

You have transitioned from a professional teacher to a corporate leader. What experiences shaped this transition?

People get surprised when they hear I’ve worked for the British Council for 27 years. “How can you work for one organisation for so long?” they say. The work we do across our network of over 100 countries is so diverse that it feels like I have worked for 100 organisations! I joined the British Council as an English teacher in New Delhi in 1997, after several years teaching in Nepal, Japan, Korea, and London. Since then, I have had the privilege of working across sectors, from teacher education and development and assessment to higher education and the arts.

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Ask any teacher and they will tell you that to create the maximum impact in the classroom you need to be empathetic, inclusive and expert. You need to believe in your students’ potential and take every day as an opportunity to support their growth. The British Council embodies these same values.

As the country director of the British Council, I am passionate about fostering connections between India and the UK through our innovative programmes in arts, education, and English, designed to respond to the needs and priorities in both countries. My goal is to not only strengthen existing relationships but also support inclusive approaches to teaching and learning, but above all making learning and teaching a joyful and enriching experience.

Is it normal for an academic to become a corporate leader?

The transition from an academic to a corporate leader is not common, but my journey at the British Council shows that such a path is possible with the right combination of ambition, skills, experience and, of course, opportunity.

My progression from teaching to management to leadership roles demonstrates my commitment to learning new skills and taking on increasingly complex responsibilities.

While this career path is possible, it requires a combination of the right opportunities, personal drive, and a willingness to take on wider responsibilities beyond traditional academic roles. My gradual transition within the British Council allowed me to build the necessary skills and experience over time, making the shift more organic.

Have you also seen corporate leaders turning into professional teachers? If yes, what edge do they have?

In my view, all good leaders are teachers, and all good teachers are leaders. The skills and knowledge needed by corporate leaders and professional teachers are interchangeable. Effective corporate leaders and teachers share common traits such as strong communication and interpersonal skills, the ability to inspire and motivate others, strategic thinking, emotional intelligence, and adaptability. Both roles require individuals to be influencers, coaches, innovators, collaborators, and reflective practitioners, continually learning assessing and improving their own practice. The values and characteristics that make a great corporate leader, such as integrity, resilience, and passion, are equally essential for a great teacher, and conversely, the pedagogical skills and the understanding of human development that make a great teacher are highly valuable in a corporate setting, highlighting the potential for both roles to learn from each other.

How do you see the adoption of AI, digital learning platforms, virtual classrooms, and collaborative research endeavours impacting education in India? What role does the British Council play in supporting these technological advancements?

Our research at the British Council indicates that AI-powered tools are already making significant inroads in English language teaching. For instance, 48% of teachers are using language learning apps, while 37% utilise language generation AI. These technologies have the potential to personalise learning, enhance accessibility, and improve educational outcomes across India. AI can provide targeted support in areas like pronunciation, writing, and vocabulary acquisition. Virtual classrooms and collaborative platforms can connect students and educators across geographical boundaries, fostering a more inclusive learning environment.

However, we must approach this digital transformation thoughtfully. Our studies show that 24% of teachers are not using any AI tools, highlighting the need for increased awareness and training.

We are focusing on three key areas in partnership with public and private partners in India and the UK:

1. Research: Conducting studies to understand the impact and best practices of AI in education, particularly in English language teaching.

2. Teacher training: Equipping educators with the skills to effectively integrate AI and digital tools into their teaching methods.

3. Resource development: Creating and curating high-quality digital learning materials that leverage AI capabilities.

Can you elaborate on the British Council’s initiatives in enhancing English language teaching skills for educators in India?

At the British Council, we are dedicated to creating international opportunities for the people in the UK and around the world, fostering global trust. We provide access to English language training and learning for both students and teachers and offer scholarships for teachers and teacher educators to hone their skills in the UK. Our flagship programme, the CELTA (Certificate in English Language Teaching to Adults), is the gold standard for teacher training, moderated and accredited by Cambridge Assessment English, a department of the University of Cambridge. This certification programme equips aspiring and experienced teachers with the expertise and confidence to excel in the classroom, focusing on practical teaching skills and face-to-face practice and based on the latest national and international research.

Three out of four English language teaching jobs worldwide require a CELTA qualification. For over 30 years, it has been offered worldwide in over 60 countries by over 300 schools and with over 12,000 graduates annually. By the end of the course, the enrolled educator gains essential knowledge of the principles of effective English teaching, develops a range of practical skills for teaching English to adult learners and will be ready to begin working in a variety of ESL teaching contexts around the world.

As we celebrate the Teachers’ Day, what message would you like to convey to educators in India?

This Teachers’ Day, I want to express my deepest admiration for the 3.5 million educators in India who are quietly shaping the minds of future generations. I urge these dedicated professionals to support each other and to collaborate. Only through communities of practice and collaboration can we learn from one another’s triumphs and setbacks, and celebrate each other’s victories.