Educators as Leaders
• Leadership is a whole field of its own- educators as leaders
• Succession and sustainability• NGO sector is vulnerable• Unlocking the leadership potential
Discuss
• Leaders are born not made• Leaders must be charismatic• Leadership happens only on the top• Leaders must take control
ACCB
• Location: Phnom Kulen National Park (47 km from Siem Reap
• Objective: Rescue and Rehabilitation of endangered species in Cambodia
• Scope: Local• History: Cambodian visionary and
conservationist - Sam Veasna (died in 1999)• Established in 2003 by friends and colleagues
with funding support from Germany
Assumptions about adult learners
• Have life experiences and knowledge which are grounded eg. Classes in Madrasa
• Are relevancy oriented- cultural sensitivity; commonalities• Are goal oriented- sensitise the decision makers• Are practical-organic farming demonstration• Require respectful dialogue- Afghan case study• Are autonomous and self directed• Participatory approach- story telling • We are all learners and we are all educators-equal power
dynamics…hanging question???
Building leaders- Group work
• Reflect on yourselves and leaders and referring back to the MSC stories and the organisations you visited…ask what kind of individuals facilitated or nurtured the change stories.
• How do we transform as adult educators into adult educators as learners? What are the fundamental principles underlying educators as learners?
Duignan-Some characteristics
• Perpetual, committed and effective learner• Proactive problem solvers and learners• Learning leaders must not automatically
assume that wisdom and truth reside in a ny one source or method. Knowledge and skills can be found in many forms
• Faith in people and essential goodness of human nature
Duignan- some characteristics
• Future orientation is necessary• Create a multi channel communication
system- mutual trust is a pre requisite• Value diversity• Task versus relationship orientation• Linear versus systemic field logic• Reflective analysis on leadership experiences
Duignan- empowering the self
• Critical awareness of themselves as people• “ an unexamined life is not worth living”• Reflection-in and on-action is the central pillar
and builds up exemplars• Use theories as frameworks for interpreting and
reinterpreting actual practise with a view to improvement
• Generating a vision which is grounded in basic human and educational values
ABSTRACT CONCEPTUALIZATION
GENERALISATION
ACTIONACTIVE EXPERIMENTATION
CONCRETEEXPERIENCE
CRITICAL REFLECTIONREFLEXIVE OBSERVATION
Adult Learning: Using the Kolb’s Learning Cycle or Single Loop Learning in designing the BLDC
Program
Your Own Experience
Preparing Your MSC Postcard
5 MSC Stories – Why were they
significant?
Links to New Frameworks /
Theories from the ReadingsSite Visits – Apply
New Knowledge to Shared Experience
What does ‘radical’ adult education mean to me?
Which aspects of my own adult education practice can I describe as ‘radical’?
IN EACH OF THE BOXES BELOW, identify frameworks that inform your practice. (For example: Gender, Culture, Human Rights,
Sustainability, etc)