Through learning we re-create ourselves, thereby extending our capacity to create. This, then, is the basic meaning of a ‘learning organisation – a body that is continually expanding its ability to create its future.
While it may seem like stating the obvious, the concept of a ‘learning organization’ is not comprehended correctly by most establishments. Learning – in contemporary usage – has come to be synonymous with ‘taking in information’. Yet, that is only distantly related to real learning.
Organizations claim to care deeply about learning, but their
understanding is purely technical – be it scholarly learning or industrial
expertise. But learning is different from knowledge. It is deeply connected to
the vision one builds for oneself and before exploring the lesser-explored
aspects of it, it would be wise to understand what it broadly means in this
Continue reading “Three keys to building a learning organization”
“We need to ask ourselves – are we really putting our heads together as a community to work on a problem? Or are we doing it in our own spaces?”
As the city cools off amidst a string of showers, so does the fervour that characterised this year’s Quest2Learn Summit. Weeks of relentless work had culminated in a two-day conference, inadvertently setting the standard for discourse around the future of work and learning.
In a freewheeling chat at the Bangalore International Centre, Aakash Sethi – CEO of Quest Alliance – sinks into a chair, ready to organize his thoughts and reflect on the days that passed by and what it means for the ecosystem. Excerpts:
Continue reading “How Quest Alliance is playing the role of an ecosystem builder with Q2L”
While it may not be entirely inaccurate to say that cyberspace may be saturated with desperate accounts of IAS-aspirants hailing from smaller towns. But I’m willing to bet that 17-year-old Amisha is special. Here’s why!
“A little to the right…no, too much…slight left…slight right…perfect!”
The limits of my moderately-priced phone’s camera is tested as it tries to do justice to the innocence and charm radiating from its subject. When not smoothing out the crease on her kurta or adjusting her spectacles, this lanky 17-year-old beams into the lens, silently imploring me to release her from her misery.
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Meet Amisha Choubey.
Continue reading “Not just another IAS aspirant”
Skills meant to cultivate collaboration and problem-solving will become essential for businesses across all sectors in the future. This necessitates the need for schools to make 21st century skills a core component of education.
Rajeev Ranjan may be on his way to becoming an able retail manager, but the Bihar native still fondly remembers his experience as the ‘Prime Minister’ of the student parliament – or Bal Sansad – in his school. Democratically elected, he identified problems in his school and undertook change-projects to resolve them with the help of the school administrators and community.
Thus, tasked with overseeing key functions and activities around the school, Ranjay unwittingly ended up grooming his bargaining and presentation skills – crucial in his current job, which regular classroom teaching would have left him lacking. As a Bal Sansad member, he in turn cultivated the skills of leadership, networking, self-expression and most importantly, problem-solving.
Continue reading “Bal Sansads: Rethinking education in a changing world”
“Engaging with the movers and shakers of the sector varies depending on the geography and, more importantly, on the political hierarchy one is dealing with.”
It is unfortunate that the words ‘government’ and ‘relations’ taken in conjunction commonly inspire perceptions of inaccessibility and hopelessness. Navigating this diplomatic tightrope may be a skill perfected by a blend of tact and credibility, but real-time experience goes a long way too.
While ivory-towered optimism is always eclipsed by the realities on ground, I don’t think starting off with that attitude is necessarily a bad thing, as long as expectations driven by that passion is managed well. I speak from personal experience when I offer this caveat, because for all the policies that are in place to ensure good practises, the execution phase can be very challenging.
Continue reading “Lessons learnt in government relations”
“To facilitate effective learning spaces, educators must also think of themselves as method designers. You are in the role of a hacker or a ‘prototyper.’” David Jul, a learning designer from Kaospilot, outlines five questions that educators must ask themselves when they design learning experiences.
The educator plays one of the most important roles in determining how young people experience learning. We at Quest have worked with children from diverse age groups and backgrounds for over 12 years, and we have observed that the educator’s role is a constant and highly important factor in young peoples’ learning. How students experience their learning environment has a significant impact on their attitude toward learning as a whole. It is the educator who cultivates this environment and determines how young learners interact with various forms of knowledge and with each other.
At Quest 2 Learn 2018, we had the opportunity to interview David Jul, who is a learning designer at Kaospilot. We discussed how Kaospilot designs learning experiences for its students and how educators use a variety to tools and methodologies to design education environments. In the conversation, David outlined five questions that an educator must ask himself or herself when designing learning experiences.
Continue reading “The Educator: A Designer, Innovator, and Thinker”
The importance of improving relationships and building trust between parents, teachers, and communities for improved education
In the development of a school, the local community has a crucial role to play. Teachers and community members both see the development of students as a priority, but the challenge lies in channelling this shared desire in a productive way. A lack of trust between the school and the community lies at the heart of the matter – school personnel generally seem to believe parents are not interested in their child’s education, and parents similarly seem to believe teachers are not productive. Continue reading “Building Trust, Strengthening Education”