Leaders, Leadership and Learning Organisations and Networking

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

Visit to Disabled Director as role model INSPIRATIONAL

Advocacy network-three highlights Strong women director Free legal aid Effective recognition

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 ACTION ACTIVE EXPERIMENTATION CONCRETE EXPERIENCE CRITICAL REFLECTION REFLEXIVE 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 Readings Site Visits – Apply New Knowledge to Shared Experience

EMERGENT KNOWLEDGE PARADIGM SHIFT NEW UNDERSTANDING Double Loop Learning or Transformative Learning

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)

Hanging Questions and Hooks