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New Social Compact

Understanding the Efficacy of Learning Organizations in Contemporary Indian Education

Swaleha Sindhi Ph.D.

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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

Why Education? How education changed my life

Shariful Islam

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I have a story to tell the world about the importance of education. I was born in a remote village in Madhupurupazilla, under Tangail district, Bangladesh. My parents were illiterate. Unfortunately due to some maternal related complexities, my mother died in 1988 when I was one and half or two hears old. I don’t know exactly. Even, I don’t know my actual birth of date and year. And that’s a common picture for us who born in an illiterate family. Since my mother died at an early age, I had to see the pains of hunger, poverty, malnutrition, health challenges and so forth. I still remember that almost every night, I had to sleep without any food. Sometimes, whole day, I had no food. I still remember that, one day, I and my sister were begging for some food to eat in 1993 or 94. So, that was my life story.

I had no shelter to go except my grandmother’s house. And they were also poor. So, it was really a tragic life for me. I never thought that I will ever have the privilege to have access to education. Who even do not know about from where his next meal will come, where he will go for shelter, access to education is really a dream to him. So, education was a luxury to me. After moving here and there for food and shelter almost five or six years, at last, my grandmother’s house became my shelter. I started to going to school. My life started changing because of the touch of education. I started to teach when I was in Grade five student. My first salary was BDT 20. I continued teaching as house tutor till 2012.

In October 2000, another tragic incident happened in my life. My father committed suicide. I became a full orphan. I was in Grade IX then, was studying in science group at Pakutia Public High School, Ghatail. My father’s suicide shocked me very much. I did not continue study that year. Then, I dropped one year. Next year, in 2001, I changed my school, and got admitted in Class Nine at Madhupur Shahid Smrity High School to have better education. Since the school was far away from my grandmother’s house, I had to shift to Madhupur. But where will I go? Fortunately, I got a lodging opportunity there. I had to teach two children of my lodging master, I had to go for bazar regularly, and to do other household chores on a regular basis. In return, they provided me a room to stay and three time meals. In addition, to pay my tuition fees, I had to go for other tuitions. Life goes on.

In fact, at any cost, I wanted to continue study. But, I don’t know, why? Indeed, I had no guardian who can realize me the importance of education. From my inner side, education touched me and I wanted to study at anyhow. Sometimes, I worked as a day labourer to continue my studies. Even, I remember, in 2004, after appearing my S.S.C. exam, I went to pull rickshaw in Dhaka city because I had extreme zeal to continue my education. And for the grace of Almighty ALLAH, I continued my studies.

In 2006, after appearing HSC exam, I came Dhaka with BDT 1000. When, I was not able to pay my food charge at mess, I decided to sell one of my kidneys. Then, I found tuition at Shahbagh. I was residing in Dhaka Sukrabad. Very often, I went for tuition by walking since I had no bus fare. I still remember those days.

Then, for the grace of ALLAH, I got admitted in Dhaka University in International Relations Department in 2006-2007 academic sessions. Since it’s a public university, I had to pay very poor fees to continue my studies at University. I passed honour’s in 2011 and Masters in 2012 in International Relations from the University of Dhaka. I am sincerely grateful to the people of my country who bearded my all educational expenses. I am deeply thankful to all of my teachers who taught me to shape myself. Especially, I am sincerely grateful to Professor Dr.Delwar Hossain at the Department of International Relations at Dhaka University who extended his generous hand during my difficulties, who showed me new ways to life, facilitated to increase my thirst for knowledge through showing the path of knowledge.

After appearing my Masters exam, I secured the first position from Bangladesh in the MA admission entrance test examination of South Asian University, New Delhi in 2012. Then, I moved to Delhi in 14 August in 2012 to pursue my second Master’s in International Relations at South Asian University. I continued my search for knowledge. The SAARC-India Silver Jubilee Scholarship was imperative to continue my education at SAU. My teachers at SAU helped me to create a new horizon of knowledge. After successfully completing second Masters in 2014, I joined at the University of Rajshahi in 30 November, 2014 as a founder lecturer in International Relations. That opened a new chapter in my life. I learned lots of things from the founder chairman of the Department, Professor Dr. Md. Abul Kashem and from my colleagues and students.

During teaching at Rajshahi University, I was selected as one of the 18 scholars around the world at Study of the US Institute for Scholars on US Foreign Policy Program, funded by the US State Department, hosted by the Bard College, New York for 44 days. It was a great learning opportunity for me. It provided me an international exposure and opened my eyes for the vast world of knowledge.

I continued to read, teach, and write. I even taught 8 courses at undergraduate level in 2017. Then, I moved to Delhi again at SAU, my intellectual home to pursue PhD in International Relations in July 2018. Since my childhood, I just wanted to study irrespective of challenges, and my ALLAH has fulfilled my dream. Now, I am a doctoral student. Sometimes, I even, cannot believe myself that I am a PhD scholar today.

Why am I telling all of these? The point is that it’s all about education. Education changed my life. But still coming in this 21st century, tens of thousands are out of access to education. It is quite ironic that the states of the world spend billions of dollars or armaments than education. This world politics do not work for the tens of thousands voiceless, marginal people in the world. Thus, it’s time to change the world politics for the benefits of people in the world than the state.

In fact, to change the world, we need education. To interpret the world, we need education. So, access to education is a basic human right which needs to be ensured. In this case, only our state cannot do that. Today, non-state actors’ play important role in every dimension in our society from politics to economics. Thus, alongside the government, individuals, groups, academics, scholars, writers, organizations, all need to come forward to ensure access to quality education to everyone to make a better, peaceful world. Can’t we make it?

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New Social Compact

Hunger and obesity in Latin America and the Caribbean compounded by inequality

MD Staff

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For the third consecutive year, the number of those chronically hungry has increased in Latin America and the Caribbean, while 250 million – 60 percent of the regional population – are obese or overweight, representing the biggest  threat to nutritional health, said the UN Food and Agriculture Organization (FAO) on Wednesday.

Speaking at the launch of the 2018  Panorama of Food and Nutrition Security report in Santiago, Chile, FAO’s Regional Representative, Julio Berdegue said it was an “appalling” threat to health overall, affecting women and indigenous groups the most.

The Panorama, published annually by FAO, the Pan American Health Organization (PAHO), the United Nations Children’s Fund (UNICEF), and the World Food Programme (WFP), explores strategies to halt the health threats posed by hunger and malnutrition in Latin America and the Caribbean.

According to the report, hunger, malnutrition, lack of micronutrients, and obesity largely affect lower income families, women, indigenous communities, Afro-descendants and rural families.

Principle causes of malnutrition amongst the most vulnerable, can be traced back to changes the food systems have experienced in the region, from production to consumption. With a greater strain on the demand for nutrient-rich food like milk and meats, many resort to less costly options which are often higher in fat, sugar and salt.

“Obesity is growing uncontrollably,” Mr. Berdegue said.

Maria Cristina Perceval, who serves at the regional director for UNICEF in the region, said stunting correlates closely to inequality and poverty levels, and being chronically overweight “is also increasingly affecting the poorest children,” highlighting that lower income families have unequal access to healthy diets.

Obesity has become the greatest threat to Latin America and the Caribbean when it comes to nutritional health conditions. Nearly one in four adults are obese and more than seven percent of children below the age of five are overweight—higher than the global average of 5.6 percent.

To address the exacerbation of hunger and obesity, a “multispectoral approach is needed,” Director of PAHO/WHO, Carissa Etienne said, adding that the solution requires addressing social factors just as well as water quality and access to health services.

In response to growing malnutrition, partner authors on the report call on countries to implement public policies that combat inequality while promoting health and sustainable food systems.

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New Social Compact

Mind-Reading, Mood Manipulation: Grounds for Caution and Optimism at the Frontiers of Science

MD Staff

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Eight areas of scientific research with the potential to have the greatest impact on life on earth are today highlighted with the publication of the World Economic Forum’s inaugural Future Frontiers 2018 survey.

The list is an attempt to show how the simultaneous coming of age of a range of technologies is already affecting our future in ways beyond their original premise. By focusing on frontiers with negative as well as positive implications for life on earth, the survey’s findings are also an attempt to galvanize efforts to put in place safeguards to prevent future misuse.

The inspiration for the list comes from a survey of 660 global experts from the Forum’s Global Future Councils and Young Scientists community as well as users of its Transformation Maps. Tellingly, many of the technologies that caused respondents most concern stem from breakthroughs designed to solve problems. The question of how to regulate the “dual use” of technology without stifling research that could lead to sizeable societal benefits is becoming one of the greatest challenges for leaders in the Fourth Industrial Revolution.

“The frontiers of science should not be seen as barriers, but rather opportunities to enable collective action in pursuit of solutions to the challenges facing our world today,” said Lee Howell, Head of Global Programming at the World Economic Forum.

The Future Frontiers of 2018 are:

Cause for hope

  • Quantum biology: Birds’ ability to navigate thousands of miles or DNA’s propensity to mutate are examples of how biology has evolved to take advantage of quantum behaviours. Nascent research into the role quantum physics plays in the human brain could unlock some of science’s greatest mysteries.
  • Machine learning through small data:Artificial intelligence (AI) currently requires huge amounts of data to make relatively small advances in functionality. Conversely, the human brain can typically achieve excellent outcomes through its ability to generalize using very little data. Machines gaining the agility of the human mind would be a game changer.
  • Room temperature conductivity:The ability to transmit and store electricity without loss or degradation could herald a clean energy revolution and enable new technologies. Currently, superconductivity is difficult to achieve and prohibitively expensive, a situation that scientists are working to change.
  • Venomics: If only the medicines we use today were as effective as natural toxins and venom in binding themselves to specific targets in the human body. With more than 220,000 individual species producing nature’s perfect “super drugs”, the race is on to harness this potential for good.

Cause for concern

  • Lethal autonomous weapons (LAWS): Drones and robots have a huge role to play in building prosperous, peaceful societies. Unfortunately, they can also be used in warfare. More worrying still, once deployed they could make their own decisions about the use of lethal force.
  • Digital phenotyping: The ability to use technology to predict illness or ailments that are invisible to the human eye is rapidly becoming a reality. The implications for privacy and digital rights are profound if government, companies or third parties discovered a means by which to use the same techniques to secretly capture changes in our mental health.
  • Non-invasive neuromodulation: The ability to stimulate the brain using electrical currents is opening up a world of new treatment for conditions such as Parkinson’s disease or depression. Without clear regulation, the same techniques could be used to deliver unfair advantages, reinforcing inequalities. Worse still, there is the potential for government to use it to manipulate the mental states of specific groups, such as soldiers.
  • Predictive Justice: AI, neuroimaging and big data has opened up a world of possibilities when it comes to identifying individuals and scenarios where a crime is likely to occur. The downside is the risk that the same techniques are used to produce fake evidence and protect the guilty.

Discussion about how to optimize the positive aspects of these future frontiers while mitigating their negative effects will be the focus of a number of workshops and action-oriented sessions at the Annual Meeting of the Global Future Councils which will take place in Dubai, United Arab Emirates, 11-12 November.

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