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New Social Compact

Understanding the Efficacy of Learning Organizations in Contemporary Indian Education

Swaleha Sindhi Ph.D.



In the present era of globalization, organizations are expected to work with a creative rather than a reactive perspective and grow to be flexible, responsive and capable organizations in order to survive. In the existing scenario people are exposed to diverse knowledge through internet, there is much to learn and more to assimilate.

Senge’s (1990) model of the five disciplines of a learning organization emphasizes on the concept of systems thinking, personal mastery, mental models, building shared vision and team learning. This points on continuous learning for individuals and organizations, with a great stress on the idea of bringing change with innovation and creativity. If the future organizations are driven by individual and collaborative learning, it is advisable to transform schools also into learning organizations, instead of school education being restricted merely to the process of acquiring facts and loads of numerical information to reproduce in examination using rote learning methodologies (current scenario in Indian schools).

In line with the needs of education system in India, schools should become more effective learning organizations that ultimately increase the leadership capacity and support the personal development of every individual at the institution. In chalking out the aims of education in India, Kothari commission report (1964-66) stressed that ‘education has to be used as powerful instrument of social economic and political change. The blending of conservative trend and progress is the basic characteristics of a healthy society. In a modern society individuals learn about intricate changes that are occurring around them. School of course is an important agency to usher in the changes’. However, years after these recommendations, the Indian schools are still perceived as institutions; transferring knowledge, fulfilling educational tasks and realizing educational objectives. They reflect upon syllabus, and follow a set of educational objectives framed to show them direction of activity at particular stages of education. There is hardly any effort to bring change in the system of education. Our education system is not governed with new educational tasks and essential new ideas for the educational organizations. Instead schools in their effort to become learning organizations are already feeling the tidal wave of change in many ways and this has resulted in confused, exhausted and disappointed school leaders who are unable develop the capacity of the school and every individual therein to manage change.

Indian Schools and Challenges

As educator Roland Barth has said, “Relationships among educators within a school range from vigorously healthy to dangerously competitive. Strengthen those relationships, and you improve professional practice.” Indian schools fail to develop themselves into true learning organizations due to; the existing school culture, amount of competition and working in isolation. In our schools there is little or no resistance against isolation and unproductive school competitions. Teachers teach in isolation, rarely does a teacher have the opportunity to go beyond her classroom to visit the pedagogic worlds of her peers, to learn from their classrooms. Improving school and community cooperation is another important area for learning organization. There is hardly any interaction between our schools and community. Little efforts are seen from schools to encourage children to get an access to learning resources in the community, to meet outstanding members of the community or involving parents in actively organizing extracurricular activities. One way of building connect with community is involving community elders in developing curriculum, but hardly our schools take suggestions from community elders on the topics to be included in the curriculum. There are negligible efforts to remove traditional education boundaries. It is becoming clear that schools can be re-created, made vital, and sustainably renewed not by fiat or command, and not by regulation, but by taking a learning orientation. This means involving everyone in the system in expressing their aspirations, building their awareness, and developing their capabilities together. Senge calls this the rudder that can keep the organization on course during times of stress. Not to mention, stress among teachers and leaders is a common scenario in majority of Indian schools today.

The way forward

The learning organization approach is capable of making an organization more competitive and adaptive in response to change in a school context. Thus, existence of teacher practices conducive to environment of strong learning environment supported by transformational leaders will enable schools to achieve continuous improvement and excellence in terms of student and teacher learning. The powerful pathway to becoming a better practitioner is to observe an expert peer in action, to reflect and improve upon one’s own practice as a result. When professionals like doctors, engineers or architects can do it then why not our teachers? Why can’t we bring teachers’ rich ‘knowledge-in-practice’ from the confines of their classrooms into the public domain? The reason that we are unable bring this change is because our teachers do not have the opportunity to go beyond classrooms to visit the pedagogic worlds of their peers or learn from their classrooms. Neither do the schools organize regular on the job staff development programs for teachers to promote shared vision. On the positive side, today, majority of school teachers and Principals are finding themselves involved in professional learning activities. School and curriculum reforms have necessitated regular review of practices and attitudes. This is for the reason that schools are finding it difficult to resist the pressures of change and improvement especially in response to the demands of professionalism and accountability. It is high time our schools realize that the goal of learning organizations is not the occasional burst of professional activity each time new demands are made of the school, curriculum or practices. Schools and their staff need to be ahead of the change game. Thus, the philosophy of a learning organization must be that learning is a way of working just as it is a way of living.

Last word

The ‘learning organization’ management approach is capable of making an organization more competitive and adaptive in response to change. The unit of innovation in Indian schools has usually been the individual teacher, the individual classroom, or a new curriculum to be implemented individually by teachers. But the larger environment in which innovation is supposed to occur is neglected. So few innovations occur and in the meantime either the innovative teacher is siphoned for few more bucks by other schools or a teacher who successfully innovates becomes threatening to those around him or her. Thus our fundamental challenges in education involve cultural changes that will require collective learning. By involving people at multiple levels and thinking together about significant and enduring solutions we can bring a positive change in the system. However, the role of our schools as learning organization can only be furthered when the school leadership is committed to transform schools by getting engaged with the learning process themselves. At the same time our teachers also must make effort to develop themselves and be updated before they show high expectations from students. All these constraints have apparently become a hindrance to the transformation of schools into strong learning organizations.

Dr.Swaleha Sindhi is Assistant Professor in the Department of Educational Administration, the Maharaja Sayajirao University of Baroda, India. Dr. Sindhi is a frequent columnist on related topics, too. She is the Vice President of Indian Ocean Comparative Education Society (IOCES). Contact: swaleha sindhi[at]

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New Social Compact

Political Parties, Church and Grand Mufti in Bulgaria: No Rights for Women



Photo: BNR

On 12 March, the European Parliament called upon EU countries including Bulgaria to ratify the Istanbul Convention. However, only one Bulgarian MEP was present at the debates. And he was against the treaty.

Just on the eve of International Women’s Day on the March 8, the Bulgarian government, attacked by political parties, the Holy Synod and Grand Mufti, said it would abandon its plans to send the Istanbul Convention to parliament for ratification. This situation clearly shows that Bulgarian society is not ready yet for the European future that envisages rights equality.

The Council of Europe Convention, known as the Istanbul Convention, was signed in 2011 in Istanbul to prevent and combat violence against women and domestic violence. So far, it has been supported by 45 member states of the Council of Europe amid having been ratified in 28 countries with only 17 of them being EU members.

Unfortunately, the Convention still faces fierce opposition in many European Union countries. Thus, when in late February Bulgarian PM Boyko Borissov said the motion to ratify the document had been rejected, Slovakia announced it would also withdraw its request for the ratification of the Convention under the pressure of similar conservative politicians.

Having signed the Convention in April 2016, the Bulgarian government announced it was going to ratify the treaty only at the end of 2017. A statement came from Deputy Minister of Justice Desislava Ahladova during the round table discussion Prevention of Violence through Education organized by the Bulgarian Fund for Women.

The announcement of Bulgarian Prime Minister Boiko Borissov’s ruling coalition GERB sparked off a wave of criticism. First, the United Patriots, a group of three parties known for their radical views lashed out at the government’s decision. “A woman cannot refuse her husband sex. That is why she gets married,” said Volen Siderov, chairman of the parliamentary bloc. In another statement, the United Patriots claimed that the Convention would legitimize the “third gender” and open the door to “transvestites from Iran.”

Soon, the Holy Synod of the Orthodox Church joined the criticizing group, though it backed the Convention in January 2015. Urging the National Assembly not to ratify the document, the Synod published a declaration blaming the government for introducing “a new understanding of man – man as an absolute master, the man without God who follows his desires and passions to such an extent that he can even determine his gender.” According to the Church, the term gender is the one that raises much concern. “The consequences of denying biblical truths are tragic and we are witnessing them in many societies where “gender” ideology has long been a state policy,” the Synod stressed. The Orthodox Church even called for prayers against the ratification.

Just a day after the Orthodox Church came up with comments, the Bulgarian Grand Mufti followed the suite. In a quite lengthy statement, the supreme body of Muslims in the country provided a number of theistic and secular arguments against the ratification. First of all, some legal uncertainties are a reason for the Grand Mufti’s disapproval. Although the government officials have stated several times that no changes would be made in the Constitution if the Istanbul Convention is adopted, the Mufti worries that important documents such as The Family Act, the Anti-Discrimination Act, the Young People’s Act, the Internal Policies Act would have to undergo substantial change in order to fulfill the Convention’s requirements. Both Christianity and Islam stand for traditional values, so it’s not really surprising that their positions in this matter coincide.

On the 25th of January Bulgarian Socialist Party introduced an initiative to submit a referendum proposal in the National Assembly. “[The convention] has generated enormous tension in the Bulgarian society and diverging opinions. That’s division,” BSP leader Kornelia Ninova said, as quoted by public broadcaster Bulgarian National Television. “We think that the one who has to have their say on this issue is the Bulgarian people. This is why tomorrow we will be tabling the necessary signatures of Bulgarian Socialist Party MPs to ask for a decision to hold a referendum on the Istanbul Convention.”

However, her initiative failed as on the same day the government changed its mind and withdrew the proposal for ratification.
Obviously, the reaction of confessions and politicians depends on the current mood in Bulgarian society. Recent surveys show that the majority of Bulgarians are against the proposed Convention. Thus, according to the Barometer Bulgaria pollster, 63% of respondents said they disapprove of ratifying such a document. However, it is not shocking as four in five people in Bulgaria think that the most important role of a woman is to take care of her home and family, per a November 2017 Eurobarometer survey.

The story of the Istanbul Convention in Bulgaria is a vivid example of how conservative politicians and clergymen can influence the political agenda in a country and impede new motions in the human rights sector.

Endowment for Public Awareness

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New Social Compact

United Nations Drowning Prevention Group launched on World Water Day 2018



Photo: Zackary Canepari for RNLI International

Ambassadors from across the world have highlighted the need for global drowning to be tackled if the United Nation’s Sustainable Development Goals are to be met by 2030.

In an open letter on World Water Day (22 March), members of a newly formed UN group on drowning prevention, launched today, have called on the international community to recognise safe access to water as a global development priority alongside access to safe water.

With drowning claiming 360,000 lives a year across the globe, the UN Group of Friends on Drowning Prevention – with founding members including the governments of Bangladesh, Vietnam, Fiji, Thailand, Tanzania and Ireland – has called for drowning to be recognised and resourced in line with its impact on communities worldwide.

This comes as the UN launches the International Decade for Action on Water for Sustainable Development, focussed on addressing water-related challenges including access to safe water and sanitation.

Royal National Lifeboat Institution (RNLI) Head of International Advocacy Helen Morton said:

“Drowning is a silent epidemic. Responsible for more deaths each year than international development priorities including malnutrition and maternal mortality, it goes unrecognised and under-resourced. Drowning hits the most vulnerable first and worst; children and young people represent the majority of lives lost and almost all occur in low and middle income countries. Wasted lives and preventable deaths on an epidemic scale.

“Rightly, resource in recent decades has focused on delivering the human right to water, but it’s now critical that we focus on water access in the fullest sense; recognising safe access to water as well as access to safe water as a pressing development problem, and as a means to enable development.

“The RNLI has been working with governments across the world committed to helping to end this silent epidemic, and we’re encouraged that a new dedicated UN group has launched today on World Water Day to prove that prevention is possible.”

The full open letter is available below.

A letter from the UN Group of Friends on Drowning Prevention

Today, on World Water Day, we celebrate that water enables the lives and livelihoods of billions of people across our planet. The launch of a new United Nations Decade of Action on Water is an opportune moment to reaffirm our commitments to this urgent and important issue.

But in our efforts to achieve the Sustainable Development Goals (SDGs) and make the UN Decade on Water successful, we must address the issue of water access in the fullest sense – that includes recognition of the realities in which those who are left behind live.

While our focus has been on access to safe water, it is critical to draw the attention of the global community to the need for safe access to water.

Each year, drowning is responsible for more deaths than malnutrition or maternal mortality. It affects the most vulnerable first and worst; almost all of the 360,000 drowning deaths occur in low- and middle-income countries. Among these, children and young people represent the majority of lives lost. Every other minute, a child loses their life to the water. Drowning is the number one cause of child mortality in many countries across South East Asia and the Western Pacific.

In committing to the SDGs every country in the world has committed to deliver a set of Goals for their citizens by 2030. Ensuring safe access to water will be critical to reducing child mortality and to achieving sustainable development as a whole. Drowning prevention is a forgotten but fundamental enabler to ensure that every child survives and thrives; while insuring investment in nutrition, education and immunisation and providing a set of required survival skills that will protect our future generations.

Drowning is not fate, nor inevitable.

Every life lost to the water is preventable. Simple and scale-able solutions, such as survival swim lessons, community crèches and flood response skills, can be delivered at a large scale and low-cost, saving hundreds of thousands of lives. This is ever-more important with growing exposure to water due to climate change and increased risks of natural disasters, yet to date drowning has been absent from political debate, and has not received the level of public attention it deserves.

So, today, we officially launch the Group of Friends on Drowning Prevention, to mobilise governments from across the geographic and political spectrum to act on this common cause; to ensure that the issue of drowning prevention is recognised and receives resources commensurate with its impact on communities worldwide.

As the President of the General Assembly launches the Decade of Action on Water for Sustainable Development, we call upon him, and fellow leaders, to recognise the importance of safe access to water alongside access to safe water. If we are to achieve the Sustainable Development Goals and ensure that no one is left behind, inaction is not an option.

Signed by:

Masud Bin Momen, Ambassador of Bangladesh to the United Nations Luke Daunivalu, Ambassador of Fiji to the United Nations Virachai Plasai, Ambassador of Thailand to the United Nations Nguyen Thi Phuong Nga, Ambassador of Viet Nam to the United Nations

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New Social Compact

Seven Out of 10 Top School Systems Are in East Asia Pacific

MD Staff



The East Asia and Pacific region has seven of the top ten performing education systems in the world, with schools in China and Vietnam showing significant progress, according to a new World Bank report released today. This is a major accomplishment that offers important lessons to countries around the world. In the rest of the region, however, up to 60 percent of students are in under-performing schools that fail to equip them with the skills necessary for success.

Growing Smarter: Learning and Equitable Development in East Asia and the Pacific argues that improving education is necessary to sustain economic growth and highlights the ways that countries in the region have been able to improve learning outcomes. Drawing on lessons from successful education systems in the region, it lays out a series of practical recommendations for key policies that promote learning so that students acquire foundational skills in reading and math, as well as more complex skills that are needed to meet future labor market demands.

Providing a high-quality education to all children, regardless of where they are born, isn’t just the right thing to do. It’s also the foundation of a strong economy and the best way to stop and reverse rising inequalities,” said Victoria Kwakwa, World Bank Vice President for East Asia and Pacific.

A quarter of the world’s school-age children – some 331 million – live in East Asia and the Pacific. Up to 40 percent of them attend school in education systems whose students are ahead of the average students in OECD countries. These schools are not only in wealthy countries such as Singapore, Korea and Japan, but also in middle-income countries such as China and Vietnam. And, as the report highlights, student performance isn’t necessarily tied to a country’s income level. By age 10, for example, the average Vietnamese student outperforms all but the top students in India, Peru and Ethiopia.

But many countries in the region are not getting the results they want. In Indonesia, for example, test scores showed students were more than three years behind their top-performing peers in the region. In countries such as Cambodia and Timor-Leste, one-third or more of second graders were unable to read a single word on reading tests.

Another key finding of the report is that across the region, household incomes do not necessarily determine children’s educational success. In Vietnam and China (Beijing, Shanghai, Jiangsu and Guangdong provinces), for example, students from poorer households do as well, if not better, in both math and science, as compared to average students in the OECD.

Effective policies for the selection, motivation, and support of teachers as well as sound practices in the classroom are what determine how much students learn. For policymakers looking to improve their school systems, allocating existing budgets efficiently, coupled with strong political commitment, can make a real difference in the lives of children across the region,” said Jaime Saavedra, the World Bank’s Senior Director for Education.

The report lays out concrete steps for improving learning for lagging systems in the region and beyond, starting with ensuring that institutions are aligned so that objectives and responsibilities across the education system are consistent with each other. The report also urges a focus on four key areas: effective and equity-minded public spending; preparation of students for learning; selection and support of teachers; and systematic use of assessments to inform instruction.

The report found that top-performing systems spend efficiently on school infrastructure and teachers, have recruitment processes to ensure the best candidates are attracted into teaching, and provide a salary structure that rewards teachers with proven classroom performance. It also found that schools throughout the region increased preschool access, including for the poor, and have adopted student learning assessment into their educational policies.

The report complements and builds on the World Bank’s World Development Report 2018: Learning to Realize Education’s Promise, which was released in September 2017 and found that without learning, education will fail to deliver on its promise to eliminate extreme poverty and create shared opportunity and prosperity for all.

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