3^rd Week Task EDST 5126

 

A leader is like a train moving forward carrying the whole organisation.

Fullan’s Framework For Leadership and its Implication

 

Fullan’s framework for leadership presents an interesting understanding of effective leadership with a purpose to bring in the conscious of the leader a behavioural pattern and social awareness essential for organisational changes. This has led me to think that effective leadership as a quality is not inherited but produced in a particular socio- cultural set up of an organisation. This is possible if the leader works with a definite intention of what he really wants to do and has long term goals to impact changes in his organisation. Besides, in what Fullan says “knowledge shared” environment members should equally have the similar amount of intentions and long term goals for bringing effective changes.

In addition to Fullan’s assertions one aspect of effective leadership which I find very important in my organisation, is righteousness in terms of decision making and dealing with staff as well as parents. I believe a right decision at the right time and careful dealing make much difference in a team work environment.  As an administrator sometimes it is hard on my part to evaluate my own judgement that I make, as right or wrong, especially when a member does not cooperate with the management team and I have to interrogate him/her or pass a circular to all members. This type of problem is not unusual in private schools in Nepal where professionalism and professional ethic is the least matter of concern for people working in educational sector. This ultimately affects the commitment level of members. To my mind, poor commitment level of members is one of the constraints that can be attached to Fullan’s framework if implemented in my organisation. So there is a dire need to bring reforms concerning developing professionalism in educational sector from both individual as well as government level.                     

 

My organisation and Senge's Five Disciplines

The present context of leadership is not a concept of “one man army” but to a broader sense related to distributive environment where not only the followers but also the leaders learn from the followers and develop their skills in relation to their working environments. To talk about my organisation from the perspective of Senge’s five disciplines, it is still in the initial developing process and much goals yet to be accomplished. However, as an organisation it is going steadily towards a positive direction. Given below are some of the features that talk about my organisation as an institution of sharing, learning and working with a real sense of team work.

Personal Mastery
In the context of my organisation it is important that a leader knows about his personal interest, goals and strategies. He must have a clear vision to attain results that will help him to maintain his position in the organisation. In addition the factors such as self- motivation, self- interest, trainings and sufficient experience are key to professional enhancement of a leader. It is because the followers have very high opinion of the concept of leadership and at the same time anticipate much from the leader.

Shared Vision
Just in the beginning of the school session we convey the mission statement of our organisation to our staff. It is the shared vision and goals of the organisation that must be in the mind set as we go on with the daily routine. So working as a team we have clear defined aims and objectives that have to be attained through the team work efforts.

Mental Models
This approach plays a vital role in my school as it sets parameters in understanding certain behaviour and attitude of the management team members and also the staff members. In the words of Senge it is an “honestly defined current reality” that also works efficiently in the context of my school. So as a Head Teacher it is important for me as I have to deal with very sensitive issues and sometimes I must discuss with my staff in a way to make a sincere effort on my part for proper understanding of the particular issue and its successful outcome.

Team Learning
Team learning in my school is sometimes more difficult than what it sounds as there are staff members with different levels of educational and cultural backgrounds. Bringing them into the same level of team spirit is quite challenging to the leader especially dealing with the old staff who do not accept changes so easily. The same thing goes with the parent community as well with varied expectations and lack of proper education. However, through interactions in meetings and workshops team learning was made possible to a certain extent in my school.

System Thinking
In my organisation we consider various issues from the point of organisation on the whole and not in isolation. It is because there is a lot of competition among the private schools and so our focus will be for a long term sustainability and development.

In conclusion, despite our hard efforts to run the school effectively, there are various social and political constraints that need to be dealt using different approaches as well. 

An Outline of Issues in Higher Education in Nepal

Over a period of 20 to 30 years Nepal has shown a tremendous rise in the number of Higher Education institutions. People have realized the Importance of education for socio-economic, political, scientific and academic accomplishments. In retrospect during the Rana regime (around 1846- 1951) when Nepal was ruled by the autocratic Rana rulers education was prohibited for the fear that educated people might raise their voices against the Rana authorities. After the end of the Rana regime and formulation of constitution under monarchical set up education started to grow in Nepal. Now with the downfall of monarchy and restoration of democracy the government is laying much emphasis on educating people to improve their life styles.    However the quantitative growth could not ensure or maintain qualitative standard. It is because of various factors such as political instability, low funding, lack of technological advancement, socio- economic condition, party politics, traditional methodologies, lack of governance and reforms, and issues concerning accountability. Some of the key features in Higher Education in Nepal are as given below.

 

Political Influence

In Nepal colleges and universities are fully controlled by political parties. Both students and teachers have to acknowledge and support their party’s meetings and programs which are frequently conducted. Even for faculty appointment priorities are given to political affiliation rather than individual competence. When new government is formed there is a fear in the minds of the teachers of getting their job lost or getting transferred to remote areas.  This has become an everlasting issue in higher education in Nepal.

 

Resources and technology

Generally the universities do not have sufficient fund to support their infra structures, add resources or even hire best human resources. In addition the lack of technological advancement aggravate the poor educational scenario. For instance there are only very few institutions that carry out teaching learning through power points or high technology.

Research

Research and practice play a vital role in any educational set up. In Nepal universities do not encourage or carry out research for institutional rearrangement, enhancement of human resource and educational development. There is less fund and minimum support from the government.

 

Traditional Methodologies and Outdated curriculum

One of the factors for effective teaching- learning process attributes to the adoption of latest methodologies and advanced curriculum. In Nepal most of the universities especially the public ones still follow traditional method of teaching and the curriculum that has been in practice for ages. The delivery of lectures on same everlasting topics makes the entire teaching- learning process very static and monotonous.

 

Governance and Reforms

One of the major issues in Nepalese universities is the lack of governance concerning conducive teaching- learning environment and effective strategies. There are hardly any policies and programs for ensuring such arrangements. Universities pay less heed to human resource development, proper use of the existing resources, and making structural and academic reforms.

 

Accountability

The private colleges and universities directly face with greater public and government accountability whereas the government colleges and universities have zero accountability. It seems that these public institutions work with a notion that they are from the government, by the government and for the government. Comparatively the sense of competence and improvement is higher in private sector.

Interestingly, accountability differs in terms of regions. In the US the quality is judged by internal institutional standards and program reviews with more public accountability. In contrast, the UK and Australian systems, abide by the national qualification framework. (Henry  ,Marshall , Ramburuth 2013 p.3).

To sum, it is the collective responsibility of both the government and the universities to look into the major HE issues and resolve them from national and international level. These problems are arduous challenges which if not addressed in time may lead to educational devastation.

Reference

Henry,R.,Marshall,S.,Ramburuth,P.(2013). Improving Assessment in Higher Education: A Whole of Institution Approach.UNSW Press.

Why EDST 5126?

First of all  I would like to extend my sincere thanks to my teacher Prof Bob Fox for giving me an opportunity to share my views and also for his support.
The course Issues in Higher Education  really interests me as I have a plan to develop impact in my home country Nepal after my studies at UNSW. These days in Nepal the concept of Early Childhood Development Education (ECDE) and Inclusive Education ( targeting the children from marginalized and backward communities) is becoming a growing concern for educationists and the concerned authorities but not much has been really researched or reformed in Higher Education sector.The Higher Education sector is a mess and really needs to be improved. Not all the colleges ranging from plus two to masters level, with the exception of a very few, have maintained their standard in terms of quality education. The thing that really at times gets into my nerves is the active and unnecessary involvement of college students in politics. Surprisingly, almost every student is a member of student union which is affiliated to political parties. So the political parties get their aims and desires fulfilled through students. On the other hand, students do not realize that they are used, misused and even exploited by their respective parties. Most of the time there are strikes and closures which are announced and led by student unions with strong support of their respective political parties. This is one of the factors leading to political turmoil and consequently resulting in political instability in Nepal. In addition, the Higher Education sector is badly affected and barred from development. 
So I want to make some reform in this sector back in Nepal. I am also hopeful that this course will help me to identify, learn and research the growing issues, concepts and theories from  local to global perspectives with their practical implementations.
Lastly, I wish all my classmates for successful days ahead!