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Kennedy, A. Coleman, C. L. Stoll, D. Fink. (2001). International Handbook on the Preparation and Development of School Leaders In contrast the assessment of educational leaders often assumes that consideration of cultural fit is unnecessary in relation to standards which are uncritically accepted as international. However, such a perspective ignores the ability of schools to select many of the cultural inputs. While there may be commonalities within a whole school, in practice each of these levels will differ in the detail of its culture. The first is the blending of western (or, more correctly, exogenous) cultural values with existing cultures to generate a new cultural environment, a model sometimes described as the melting pot perspective. , & Davis Moral leadership in education: an Indian perspective. There is relatively little attention paid to middle leaders such as department heads and teacher leaders (Bush & Jackson, 2002). Paper presented to the Once the inputs are understood and the intended outputs identified, the major challenge for the school leader is then to organize and operationalize the processes within the school to enable pupils to travel from their cultural starting point to the output position the school seeks to achieve. Cultural sensitivity demands consideration of how leadership is dispersed amongst the players within schools and the regional administration in a specific context before designing national and local systems in response. El Nemr, M. J. Creating this culture of change by constantly challenging the status quo is a contact sport involving hard, labor-intensive work and a lot of time. & (2003). Wallace, M. There have, of course, been many more attempts to categorize school cultures, each offering a particular perspective to illuminate the nature and effects of culture. G. However House et al. In China the relatively low contact hours enjoyed by teachers combined with a culture of comfort with peer critique has resulted in teacher groups working together for a considerable proportion of their time to achieve change (Bush & Qiang, 2000), while principals spend much of their time on operational administration (Washington, 1991). These can have negative or positive dimensions the media report of the schools excellent examination results will convey a different message about the schools culture than a local reputation for rowdy behavior by the schools pupils during lunchtime breaks. Educational Administration Quarterly, 39(1), 6894. For example, culture is suggested to both shape and reflect values (Begley & Wong, 2001), philosophy (Ribbins & Zhang, 2004), gender (Celikten, 2005), religion (Sapre & Ranade, 2001), politics (Hwang, 2001), ethnicity (Bryant, 1998) and history (Wong, 2001). & A welfarist culture, alternatively, emphasizes the individual needs of pupils. House , Cultural Influences on Leadership and Organizations: Project Globe. | Promotions & & , & The identification of the relevant culture and the group to which it is appropriate is predicated on the notion that humans can be classified, that a specific culture can be assigned to those in a particular geographic area or sharing a particular characteristic such as gender, language, ethnic background or religion. It takes the view that culture can be unified and that dissent, anomaly, conflicts of interest or ambiguity are viewed. Kachelhoffer, P. DiTomaso, N. The International Journal of Educational Management, 15(2), 6877. Head teachers in rural China: aspects of ambition. Identity based and reputational leadership: an American Indian approach to leadership. (2006). Any research which attempts to map such differences in concept and practice will face severe methodological challenges. In fact, Hofstedes work shows very great variation within regions. Story La Habra High School - La Habra, CA - nfhsnetwork.com Fullan, M. A Typology of School Culture Stoll& Fink (1996) Improving Declining School culture, therefore, is most clearly "seen" in the ways people relate to and work together; the management of the school's structures, systems and physical environment; and the extent to which there is a learning focus for both pupils and adults, including the nature of that focus. Despite some advances since that time, understanding of culture and its relationship to leadership and its development remains empirically underdeveloped. The extent of this range of sub-cultures and counter-cultures and their positive or negative interactions will be a key issue for those in leadership within the school and may cause cultural management issues to be significant or insignificant within the whole management task. Conflict and change. None is universally applicable or comprehensive, but all can serve to support an educational leaders reflection on the culture of a specific school. Bell Bhindi London: Paul Chapman. & Stoll and Fink (1996) created a typology of five types of school culture: moving (dynamic and successful determination to keep developing), cruising (rather complacent, often with privileged learners who achieve despite little school dynamism), strolling (neither particularly effective or ineffective, but long term not keeping pace with change), struggling (ineffective but trying to address issues), and finally sinking (ineffective and not improving). (2000) Leadership and Culture in Chinese Education. Its view of human nature is there a belief that people are essentially good, neutral or evil? & What is the significance of time is the organization most oriented towards the past, the present or the future? Qiang, H. , & Reading, MA: Addison Wesley. , Cultural differences can be observed at a range of organizational scales. Bush A preparation for school leadership: International perspectives. M. Walker, A. Developing the argument further, Litvins point is that even within an apparently homogeneous group there will be wide variation in culture related to the multiple characteristics, history and context of each individual. (1998). Those undertaking preparation for development may have differing value priorities which are culturally shaped. The former has received very little and the latter a good deal more attention (Gronn, 2001; Heck, 1996). No one theory of leadership is implied. Paul, J. PDF School improvement trajectories: an empirical typology - Harvard University School culture, therefore, is most clearly seen in the ways people relate to and work together; the management of the school's structures, systems, and physical environment; and the extent to which there is a learning focus for both pupils and adults, including the nature of that focus (Stoll & Fink, 1998) or simply the distinctive identity of . School Culture by Suzana Ayob - Issuu Schools with strong, positive cultures feature service-oriented staffs, a collegial ambience, celebratory rituals, supportive social networks, and humor. Gupta (2004). (Eds. Walker, A. The cacophony of objections highlights the failure of development programs to accommodate the diversity of culture within one geographic area as much as across widely distant locations. In a strict sense we might argue that the culture of every educational institution is unique, derived from the context in which the school operates and the values of those who have led or been part of the organization over time. London: Falmer. Sapre, P. School Effectiveness and School Improvement. Mapping the conceptual terrain of leadership: a critical point for departure for cross-cultural studies. & ), Educational management: Redefining theory, policy and practice (pp. Stoll, L. The processes of cultural change in schools have been considered extensively in the literature (e.g. While the former classroom and lecture based model is widespread, they suggest that the process model of problem solving, mentoring and internship holds more hope of reflecting indigenous cultures. As in the acquisition of any language, fluency can only be achieved by practice and not just by theory (Taras & Rowney, 2007). Powell, Farrar and Cohen (1985) used research from fifteen high schools to depict a culture of easy and uncritical acceptance of underachievement. A. (2002). C The paper reviews the literature on 'what works' in school improvement taken from a number of sourcesfrom effective schools studies, from accounts by headteachers who have turned schools around. P.J. Conference of the Commonwealth Council for Educational Administration and Management, Collard, J. Their description of each provides significant detail of the culture of the type. If leaders believe that a dominant culture is identifiable or achievable, and that it is a single, stable and unifying phenomenon, then changing it becomes a matter of choice, but relatively straightforward and without any moral ramifications. A number of summative frameworks for analyzing culture have therefore been developed which seek to reduce the complexity of culture to simplified types which can be labeled for ease of comprehension. Women and leadership: The views of women who are . We must be aware that the spread of good practice internationally through the educational management literature, through the actions of international organisations such as UNESCO, and through the impact of professional development programmes, all of which are dominated by the perspectives of western educational management practitioners and academics, is in danger of presenting such a global picture of good practice. As in the GLOBE project, subgroups within nations might be also identified for inclusion. Typology-of-School-Culture-1.pdf - TYPOLOGY OF SCHOOL International Journal for Leadership in Education, 4(4), 367381. The organization's relationship to its environment. This suggests that they are prepared, appointed and developed to reflect a specific set of values and beliefs and are expected to simply transmit those imposed and inherited values to staff and to pupils within their institution. It is "the way we do things around here" and often defined as 'the basic assumptions, norms and values and cultural artifacts of a school that . Lumby, J. Towards a framework of investigating leadership praxis in intercultural. Washington Middle School located in La Habra, California - CA. (2003). Two distinctive views of this connection can be identified (Collard, 2006). Leadership and Diversity; Challenging Theory and Practice in Education, Macpherson, R. Just as there is an interplay between culture and modes of delivery, assessment may also be rendered more or less effective by the degree of cultural fit. Spicing it op: Blending perspectives of leadership and cultural values from Hispanic American and African American women scholars. Education. Begley, P. Every school, for example, has a specific geographical and social location which will strongly shape its cultural context the inner city school serving a diverse multi-ethnic community will inherit a diversity of cultures that may be quite different to those of the suburban middle class school. Throughout the world a great deal of effort and money has been expended in the name of educational change. Lumby et al. School Improvement for Schools Facing Challenging Circumstances: A Culture can then be viewed in shorthand as: Ribbins (2001). As Foskett and Lumby (2003, p. 8) indicate: Each of the cultures influences and is influenced by each of the others. V. Prasad, P. Analysis of the content of programs might suggest that such commitment is largely camouflage for neglect of such values (Lopez, 2003; Rusch, 2004). Images of Organization, Powell, A. G. After graduation, 76% of students from this school go on to attend a 4-year college. He also insisted that the complex creation of culture was the result of multiple inputs from staff, learners and the wider community. Duignan, P. (1998). Does it perceive itself as dominant, submissive, harmonizing or searching out a niche within its operational environment? ), Handbook of Leadership Development (pp. The capacity of any individual or group to engineer culture is questionable (Adler, 1997; Morgan, 1986). By contrast Singaporean cultures emphasis on collective action and respect for seniority underpins acceptance and effective use of mentoring as an important mode of development, defined as a process whereby an expert or senior person guides a less experienced leader (Tin, 2001). In Lopez, G. R. , & and 'learning school'; and contacts with leading experts in this area of work which led to identification of additional literature. (Eds. Mansour, J. M. (1996). (1995). Managing diversity in transnational project teams. Where preparation and development engage at all with culture, the current prevalence of content-competencies (Stier, 2003, p. 84) does not begin to equip leaders with the skills needed to relate to exogenous and endogenous cultures. Walker, A. One of the best known is that applied to schools by Handy and Aitken (1986), which draws on observations across diverse organizations.
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As a part of Jhan Dhan Yojana, Bank of Baroda has decided to open more number of BCs and some Next-Gen-BCs who will rendering some additional Banking services. We as CBC are taking active part in implementation of this initiative of Bank particularly in the states of West Bengal, UP,Rajasthan,Orissa etc.
We got our robust technical support team. Members of this team are well experienced and knowledgeable. In addition we conduct virtual meetings with our BCs to update the development in the banking and the new initiatives taken by Bank and convey desires and expectation of Banks from BCs. In these meetings Officials from the Regional Offices of Bank of Baroda also take part. These are very effective during recent lock down period due to COVID 19.
Information and Communication Technology (ICT) is one of the Models used by Bank of Baroda for implementation of Financial Inclusion. ICT based models are (i) POS, (ii) Kiosk. POS is based on Application Service Provider (ASP) model with smart cards based technology for financial inclusion under the model, BCs are appointed by banks and CBCs These BCs are provided with point-of-service(POS) devices, using which they carry out transaction for the smart card holders at their doorsteps. The customers can operate their account using their smart cards through biometric authentication. In this system all transactions processed by the BC are online real time basis in core banking of bank. PoS devices deployed in the field are capable to process the transaction on the basis of Smart Card, Account number (card less), Aadhar number (AEPS) transactions.