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Understanding the Efficacy of Learning Organizations in Contemporary Indian Education

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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]gmail.com

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New Social Compact

Child Abuse & Legal System

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In world where the population is high, crime rate is higher. China has a separate system because China has a large population but the laws are so strict that people are afraid to commit crimes. Legal System of Punishments in China is strict . The recent example in china is during COVID 19. People in China during lockdown was following the laws so strictly. On the other hand the situation in all others countries was very clear.

In countries where the punishments are harsher and deterrent, there is a reduction in crimes. Whereas in countries where the punishments are softer, people do not stop committing crimes.

When we discuss about the Punishments in Islamic Legal System , In Islamic law and the Qur’an there are severe punishments in heinous offenses. In Islam, it has always been the case that if a person commits a major crime, he should be punished in such a way that he becomes a lesson for others and people learn from it.It is in Islam that if someone steals, his hands will be cut off, then no one will ever dare to steal. Prophet Muhammad (Peace be Upon Him) said that if my daughter Fatima also stole, I would cut off her hands.

Legal System of Pakistan , If the punishment is severe then the crime will decrease, if the punishment is not severe then the crime will increase day by day. In our country’s legal system Islamic law exist but No proper implementation is there. We mostly follow the principles of the common law for punishment.

The Pakistan Penal Code deals with punishments in criminal cases. Its origin is from the Indian Penal Code which is dated back to the 1860. When Pakistan came into being they renamed this enactment as Pakistan Panel Code. In fact, the origin of the mentioned punishments in the said enactment have basis from the Common Law System which was the system of British Government in the 19th Century. When  British Government was ruling over the Indo-Pak subcontinent, they made these laws in the beginning.

The Indian Penal Code was the basic legislation made in the 1860. Later on in 1898 the Code of Criminal Procedure was enacted also. Now in India, Pakistan and Bangladesh the same law is the basic criminal law with certain amendments. These laws have been changed a little bit, but their basic laws are the same and it is still implemented to a greater extent.

Example :According to section 377 of Pakistan Penal Code the unnatural offences are defined in a way that they are related to unnatural lust. If a man tries to have sex with a man and even if he tries to have sex with a child, his sentence is 10 years imprisonment. So if an offender wishes to abuse a child with a fear that if he is caught, he will be imprisoned, he will never commit such offense. Similarly if he knows that he will be released in little span of time on bail by getting the consent from the child’s family and by settling the matter by giving them some money, he may commit the offense without any fear. He may commit the same offense again and again.

Conclusion:It is important to create deterrence in punishments especially in heinous offenses so that people have fear of committing them. Only this way offenses can be controlled and society can be peaceful to live in.

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East Africa: The status of women remains unequal at all levels of society

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For over two decades, the Centre for Rights Education and Awareness (CREAW) has been fighting for gender equality, empowerment of women and improvement of women’s rights in Kenya and broadly in East Africa. Established in 1999, CREAW has used bold, innovative and holistic interventions for the realization of women’s rights. Most of its programs have focused on challenging practices that undermine equity, equality and constitutionalism, promoting women’s participation in decision making and deepening the ideology and philosophy of women’s empowerment.

In this interview, Mercy Jelimo, an Executive Program Officer at the Nairobi-based Center for Rights, Education and Awareness (CREAW) discusses the current situation about gender issues, landmarked achievements, existing challenges and the way forward. Here are the interview excerpts:

In your estimation and from your research, how is the situation with gender inequality, specifically in Kenya, and generally in East Africa?

MJ: This survey was commissioned by our partners Women Deliver and Focus 2030 with over 17,000 respondents covering 17 countries on six continents. The survey findings indicated that over 60% of respondents believed that Gender Equality had progressed. However, on average 57% of respondents also felt that the fight for gender equality is not over particularly because we see key aspects of gender inequality persist including:  unequal distribution of unpaid care, domestic work and parental responsibilities between men and women (the COVID-19 pandemic has spotlighted the burden women bear as caregivers) different employment opportunities with religion and culture continuing to entrench discrimination against women.

Whereas in East Africa, the survey only covered Kenya, the results are shared across. In particular, the Kenyan respondents indicated that there has been notable progress in regards to Gender equality particularly when it comes to the legal and policy frameworks to guard against discrimination on whichever basis be it sex, religion, class or race.

Over the last quarter century, the country has promulgated a new Constitution and a raft of subsidiary legislations and policies that are critical to Gender equality. Some of these laws include but not limited to: the Sexual Offences Act 2006, the Children’s Act 2001, the Prohibition of Female Genital Mutilation Act 2011, the Marriage Act 2014, the Protection Against Domestic Violence Act 2015, the Victim Protection Act 2014, the Witness Protection Act 2008, the National Policy for Prevention and Response to Gender-Based Violence 2014, the National Guidelines on the Management of Sexual Violence 2015, the Multi-sector Standard Operating Procedures for Prevention and Response to Gender Based Violence, and the National Policy on the Eradication of Female Genital Mutilation (FGM) 2019.

Kenya has also ratified the Convention on the Elimination of All Forms of Discrimination against Women (CEDAW), the Convention on the Rights of the Child (CRC), the Protocol to the African Charter on Human and Peoples’ Rights on the Rights of Women in Africa (the Maputo Protocol), the African Charter on the Rights and Welfare of the Child, among other instruments. However, even with this robust legal framework, accountability and the implementation of these laws have lagged behind.

The status of women and girls as compared to men and boys still remains unequal at all levels of society both public and private. This imbalance manifests itself as normalized negative social norms and ‘cultural’ practices with brutal violations against women and girls continuing to be perpetrated, women being excluded from leadership and decision making  positions, limited in their political participation and women and girls being denied access to economic opportunities.

Undeniably, women and girls continue to be victims of sexual and gender-based violence (SGBV) including rape, domestic violence, Female Genital Mutilation (FGM) and child marriage. In fact, as of March 2020, according to statistics from Kenya’s Gender Violence Recovery Centre (GVRC), 45% of women and girls between the ages of 15 and 49 have experienced either physical or sexual violence with women with girls accounting for 90% of gender-based violence (SGBV) cases reported. Harmful practices such as FGM and child marriage are still prevalent, with the Kenya Demographic Health Survey (2014) reporting a national FGM prevalence rate of 21% for women and girls aged 15-49 years of age. The prevalence rate differs from one practicing community to the other, with communities such Somali (96%) Samburu (86%) and The Maasai (78%) having significantly higher prevalence. 

Sadly, this is the story across all the other countries in East Africa where we have progressive legal and Policy framework but with zero accountability mechanisms. It is worth noting that in 2018, the East Africa Community Council of Ministers approved the EAC Gender policy which is key to ensuring that gender equality and empowerment of women are not only integrated into every aspect of its work but provides an outline of key priority areas for partner states. The EAC has also instituted other gender mainstreaming efforts including the EAC Social Development framework (2013), the EAC child policy (2016) the EAC Youth policy (2013), a Gender Mainstreaming Strategy for EAC Organs and Institutions, (2013) amongst others.

By the way, what are your research findings that you presented in report on Jan 28? Are there any similarities and differences about gender studies in other East Africa countries?

MJ: The key findings from Kenya can generally be used to paint a picture of the situation in the EAC region. Apparent Gender disparities in the region remain in a number of areas such as in political representation, access to education and training, access to quality and affordable healthcare, high unemployment rates of women, rampant sexual and gender-based violence, harmful cultural practices, inadequate financing for gender needs and programs. 

Firstly, when asked about the status of Gender Equality, the majority of respondents identified Gender Equality as an important issue (96%) and that government should do more (invest) to promote gender equality.

Secondly, the role of religion and culture; how boys and girls are socialized and unequal representation were identified as obstacles to gender equality. This finding indicates the work that still remains to be done for Gender equality actors in Kenya and other partner states in the EAC. The most important step to achieving gender equality is dismantling systems and structures that promote and protect inequalities. whereas the country has made tremendous progress in having relevant legal and policy frameworks, there is still lack of implementation of these laws – this finding answers the why question– because institutions, people and structures are still very patriarchal. Furthermore, the lack of representation of women (also cited by Kenyan respondents as an obstacle) might explain the failures in implementation of the laws and policies.

Thirdly, the respondents identified corruption as the most important issue facing the country. This finding is also supported by the 2019 Global Corruption Barometer – Africa survey that showed that more than half of citizens in the continent think graft is getting worse and that governments were doing very little to curb the vice.  The impact that corruption has on service delivery cannot be overemphasized especially on public goods such as healthcare, education, water and sanitation. More specifically, is the resulting lack of public financing to programs and interventions that address gender needs & promote gender equality.

A recent Corruption Perception Index (CPI) Report by Transparency International indicated that all the countries in East Africa with the exception of Rwanda scored below the global average rate of 43 out of 100. More importantly is that the report noted that countries that perform well on the CPI have strong enforcement of campaign finance regulations as this correlates with the dismal performance of women in politics who often than not do not have the requisite political funding to mount effective political campaigns and outcompete their male counterparts.

What would you say about discrimination or representation of women in politics in the region? Do you feel that women are not strongly encouraged in this political sphere?

MJ: There has been significant progress when it comes to women’s political representation and participation with a majority of the countries in the EAC region adopting constitutional quotas and other remedies to promote representation. All the countries in the East Africa Community have achieved the 30% critical mass with the exception of Kenya (21%) and South Sudan (28%). More women occupy ministerial portfolios that were perceived to be the preserve of men such as defense, foreign affairs, manufacturing, trade, public service and so forth. Not to miss that the leading country globally – Rwanda is from the region (63%).

However, most institutions including parliaments are still male dominated and women in the region still face a number of challenges including violence against women in politics, religious and cultural beliefs and norms that limit women role, lack of support from political parties, lack of campaign financing and unregulated campaign financing environment with the progressive legal and policy frameworks yet to be fully implemented. These challenges continue to limit the representation and participation of women in public and  political sphere. The region is yet to have a woman as a president just to illustrate the glass ceilings that remain.

Tell us about how women are perceived (public opinion) in the society there? How is the state or government committed to change this situation, most probably by enacting policies?

MJ: “Don’t tell me what you value. Show me your budget and I ‘ll tell you what you value” This quote by President Joe Biden aptly captures the state of affairs in the region in relation to gender equality. The countries in the region have continued to enact and reform legal and policy frameworks but have largely remain unimplemented. The primary reasons being lack of financial and accountability mechanisms to ensure that these programs and policies are actualized. For us to reach to the conclusion that governments are committed to promoting gender equality and women empowerment, we need to see a shift from lip service to prioritization and adequate resourcing of programs that advance gender equality.

What platforms are there for improving gender equality, for ending gender-based violence and for discussing forms of discrimination there? Do you suggest governments have to act now to accelerate issues and progress on gender equality in East Africa?

MJ: As Deliver for Good Campaign partners in Kenya together with other gender equality advocates, the Sustainable Development Goals and Africa Agenda 2063 provide important blueprints to developing our society economically, socially and politically. The Deliver for Good campaign is an evidence-based advocacy campaigns that call for better policies, programming and financial investments in girls and women. Most importantly, the Generation Equality Forum (GEF) is an important mobilization moment to ask governments and private sector to accelerate progress not just in East Africa but globally. Specifically, we will be using this moment to call on governments, not only make bigger and bolder commitments but also, to ensure that they match these commitments with financing and accountability mechanisms.

As the Deliver for Good campaign partners in Kenya, we have a particular interest on one of the GEF Action Coalitions – Gender Based Violence – to leverage on the Kenyan government leadership and the political will to end traditional practices that are harmful to women and girls such as Female Genital Mutilation and Child Marriage. Particularly and in line with the survey findings, we will be calling for: increased accountability for physical and sexual crimes against women; increased investment on prevention and protection programs while calling for inclusive efforts and programs that leave no woman behind in Kenya and East Africa.

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New Social Compact

RUSAL Receives Guinea’s Best Company Awards For Fight Against COVID-19

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Russian Aluminium, a leading global aluminium producer, announced early February that its representative office in Guinea was awarded the Guinea Best Company Awards for its contribution to the fight against COVID-19 and socially responsible policy during the pandemic.

Since 2010, the Guinea Best Company Awards have been presented annually by the Think Tank of COPE-Guinée (Coordination of Guinean non-governmental organizations for the promotion of excellence) to 50 enterprises in Guinea and West Africa that have demonstrated significant achievements across various fields such as industry, economics and public life.

Assessing the results of 2020, the COPE-Guinée named Alexander Larionov, RUSAL General Director in Guinea, among the top 50 managers of commercial enterprises in the region. The results were based on indicators such as compliance with high standards of Corporate Social Responsibility during the pandemic, including the preservation of jobs, wages, social payments, investment projects, as well as the special contribution of enterprises to combat the spread of COVID-19 in Guinea.

The award ceremony was held in Conakry under the chairmanship of the High Representative of the Head of State, Claude Kory Kondiano, who noted in his speech: “Entrepreneurs and businessmen play a leading role in the development of Guinea, which has made significant progress in many areas over the past 10 years under the leadership of President Alpha Conde. Today’s ceremony is a great opportunity to pay tribute to the best of those who create jobs and support the national well-being of our country.”

Commenting on the RUSAL management in Guinea’s award for its achievements in the field of Corporate Social Responsibility and the fight against COVID-19, Yakov Itskov, Director of RUSAL’s Alumina Business, said: “For 20 years, RUSAL has been successfully developing its business in Guinea and has always helped the country’s residents in difficult times. In 2015, we built a state-of-the-art epidemiology center in Guinea to fight the Ebola epidemic, and in 2020, we opened another multi-functional infectious disease treatment center to counter COVID-19. We will continue to provide systematic support to Guinean healthcare, guided by the principles of social responsibility of business.”

In addition, in July 2020, RUSAL delivered medical humanitarian cargo intended to combat the spread of the COVID-19 epidemic. The cargo included dozens of medicines, as well as modern medical equipment and consumables for the treatment of patients with coronavirus. In November 2020, RUSAL supplied two new ambulances to Guinea, both equipped for providing emergency medical care and resuscitation of patients, including ventilators.

RUSAL was the first private company to assist Africa in fighting against the spread of dangerous infections. During the Ebola epidemic outbreak in Kindia in 2015, RUSAL built the Centre for Epidemic and Microbiological Research and Treatment (CEMRT). The center has since been acknowledged nationally as one of the sites for the diagnosis and treatment of COVID-19 in Guinea, and received the first patients with coronavirus. In June 2020, the new multifunctional medical center for the treatment of infectious diseases was constructed in Fria.

RUSAL has been operating in the Republic of Guinea since 2001, and remains as one of the largest international investors in the country. In Guinea, RUSAL owns Compagnie des Bauxites de Kindia (CBK), as well as the Friguia bauxite and alumina production facility. In addition, RUSAL is continuing with the implementation of a project aimed at developing the world’s largest bauxite deposit Dian-Dian in Boke. The proven reserves of this field amount to 564 million tons.

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