Dr. Kondal Reddy Kandadi is a distinguished education leader with over two decades of experience in UK academia. In 2021, he returned to India to found Manchester Global School in Hyderabad, an institution offering both IB and CBSE curricula from nursery to Grade 12. His vision is to nurture pioneers, path-breakers, leaders, and entrepreneurs for industry and society. In this interview, Dr. Kandadi discusses the school’s founding, the choice of curricula, challenges faced, and his perspectives on broader reforms in Indian education, including the role of technology, examinations, and core values.
Q: Tell us how did you envision Manchester Global School?
We launched Manchester Global School two years ago, offering education from nursery to Grade 12 under both IB and CBSE curricula. Our vision is to develop pioneers, path-breakers, leaders, and entrepreneurs for tomorrow—both for industry and society. My background is predominantly in education. I spent 20 years in the UK, completing my Master’s at the University of Manchester followed by a PhD. I began as a teacher and researcher, then moved into management roles including Dean of Strategy, Assistant Vice Chancellor, Pro Vice Chancellor, and Deputy Vice Chancellor. Having gained valuable insights into education in the UK, I returned in 2021 to contribute to the field in India, resulting in the establishment of Manchester Global School.
Q: What was the main reason for establishing an IB curriculum-based international school?
We evaluated several curricula, including the Telangana State Curriculum, CBSE, ICSE, Cambridge IGCSE, a Swedish model, and IB. Based on my experience, IB stands out for its broad-based education, combining subject knowledge with critical thinking and open-ended elements. It offers flexibility for schools and teachers to adapt the curriculum to their vision—something few other systems provide to the same degree. Our school’s vision—to foster pioneers, leaders, and entrepreneurs—aligns particularly well with IB’s framework. We also offer CBSE to cater to parents seeking its academic rigour. Regardless of the chosen curriculum, we emphasise three core pillars: world-class education with excellent teachers, holistic child development, and strong core values.
Q: Your vision is ambitious. What major challenges did you face when launching the school with an IB focus?
The vision is indeed ambitiously demanding, but it is backed by real effort. Hyderabad and India already have many good schools; there is no need for another average one. We aimed to create something extraordinary and world-class. To achieve this, we prioritised attracting top talent by building staff residences—50 flats for teachers—before completing the school building itself. For holistic development, we provide extensive facilities, including 14 sports options, dedicated cricket and football fields, swimming, archery, basketball, and more. These foster not only academic excellence but also life skills such as communication, teamwork, resilience, and leadership. Finally, we instil core values—respect, integrity, and others—that technology alone cannot teach. These must begin at a young age.
Q: What changes or steps do you believe are needed to improve India’s education system overall?
The National Education Policy (NEP) 2020 is ambitious and promising, with strong ideas on learning outcomes, curriculum delivery, and more. The biggest challenge is implementation. A key example is teacher training. Policies look good on paper, but transforming rote-based learning requires changing teachers, school environments, and management—whether private or government. Teachers need proper training, resources, time, space, and technology for 21st-century education. Some changes are straightforward: returning to core values where the teacher acts as a facilitator and mentor, rather than relying solely on advanced technology. We have plenty of good ideas in NEP 2020; the focus must be on resourced, speedy implementation.
Q: There is much debate about integrating technology and AI into education. How can AI be implemented without losing the emotional bond between student and teacher?
AI is here to stay and will penetrate education further. Fundamentally, it is a tool—not a replacement for teachers, but something to enhance learning. It should be “teacher with AI,” not “AI versus teacher.” Children already have access to AI via mobile phones, and issues like plagiarism will arise. Schools need clear frameworks on ethical use, limits, and how to leverage it without compromising core learning, subject knowledge, or holistic skills. Like the internet, Google, or the printing press centuries ago, AI is a powerful tool. The priority is developing and implementing guidelines to help teachers and students use it effectively, rather than focusing solely on hardware like large panels or faster internet.
Q: What is your view on the debate between completing the syllabus and frequent exams versus skill development?
Our education system has been damaged by an overemphasis on exams. Examinations have a purpose, but learning should be the core focus—not marks alone. Parents and society often prioritise exams over holistic development and life skills. Some countries, like Sweden, experimented with removing textbooks for devices, only to reverse course after seeing the harm. In India, the entrance exam culture—starting coaching as early as sixth grade—diminishes fun, genuine learning, and ambition-building. Whilst entrance exams like IIT-JEE will persist, policy-makers must rethink this culture. Recent data shows 30% of IIT graduates are unemployable, and many earn modest salaries compared to others with strong communication skills. Cracking exams does not guarantee success; we must communicate this and shift focus towards meaningful education.
Q: How well does the IB curriculum balance skill development with examinations?
IB serves a small segment—less than 1% of students in India—and suits those seeking broad, holistic education, often with ambitions beyond traditional entrance exams, such as entrepreneurship or studying abroad. For the 99%, IB is not the sole answer. The real issues are quality teachers, infrastructure, and facilities—not merely adopting a new curriculum. Dumping IB into government schools without these foundations would achieve little. CBSE remains strong, and NEP 2020 offers needed changes; implementation is key.
Q: Given IB’s limited popularity among middle-class families compared to CBSE or state boards, how can it be popularised?
First, we should ask whether IB needs popularising for everyone. It suits institutions and families whose vision aligns with its approach—holistic development, critical thinking, and life skills. IB will grow organically based on parental ambitions. It does not suit all students, but the best elements of IB (and other curricula like Cambridge) should be incorporated into mainstream systems like CBSE or state boards. The majority of Indian students will continue with those curricula for decades, so enhancing them with proven best practices is more practical than forcing widespread adoption of IB.
Q. Finally, as someone with extensive experience in education, what are the three most pressing changes needed in the Indian education sector?
First, basic infrastructure in many government schools remains inadequate. Studies show simple improvements—like compound walls, running water, lights, and doors in toilets—dramatically increase enrolment, especially among girls. Before discussing AI or touchscreens, fundamentals must be addressed across large parts of the country. Second, teacher preparation is critical. Many are unprepared for rapid technological change and 21st-century methods. NEP 2020 highlights this, but implementation with speed and resources is essential. Third, and closest to my heart, we are losing core Indian values—integrity, respect, hard work, loyalty. Quick-success mindsets and scams reflect this erosion. Education must reinstill these values in classrooms; no technology can replace them. These priorities apply to any school, including mine.
Dr. Kondal Reddy Kandadi’s insights reflect a thoughtful blend of international experience and deep commitment to transforming education in India. His emphasis on holistic development, thoughtful technology integration, teacher empowerment, and a return to core values offers a compelling roadmap for meaningful reform.
