an evaluation of students’ quality circles and the world council for total quality and excellence...
TRANSCRIPT
ORIGINAL ARTICLE
An evaluation of Students’ Quality Circles and the World Councilfor Total Quality and Excellence in Education
Priya Darshini Baligadoo
Received: 15 March 2011 / Accepted: 5 January 2012 / Published online: 30 March 2012
� Springer-Verlag London Limited 2012
Abstract This research was sponsored by the govern-
ment of Japan through the UNESCO/Keizo Obuchi fel-
lowship programme, to promote a culture of peace ideals
through peace education. Conducted at Kingston Univer-
sity, UK, from September 2010 to January 2011, it was
facilitated by the Mauritius National Commission for
UNESCO and the Ministry of Education and Human
Resources. It emphasises innovation and partnerships to tap
hidden potentials of individuals, and bring people to work
together for peace and progress. Globalisation has facili-
tated free trade and the flow of information, but it has
shown the difficulties of managing cultural diversity. The
importance of dialogue and intercultural learning is
emphasised, but needs to be practised from an early age.
Can Students’ Quality Circles, which have roots in ‘Quality
Circles’ from industry, empower young individuals to
develop problem-solving skills? How far is it sustainable?
At a time when ‘Corporate Social Responsibility’ is cau-
tious about investment and the UN Millennium Develop-
ment Goals for many countries are a priority, can SQCs
help to bridge the gap?
Keywords Dialogue � Innovation � Partnership � Peace �Responsibility � Students’ Quality Circles
1 Purpose
The research evaluated Students’ Quality Circles (SQCs)
and the World Council for Total Quality and Excellence in
Education (WCTQEE), after more than a decade of
implementation in educational institutions in various
countries. It aimed to assess the effectiveness of WCTQEE
in promoting a culture of peace through the SQC philos-
ophy. It was also intended to strengthen WCTQEE and
make SQCs more sustainable. It aimed to give a new boost
to the UNESCO Associated Schools Project Network
(ASPnet), and ease its developmental projects in relation to
peace, human rights and culture sharing through SQC
methodology.
The specific objectives were:
• to examine and make proposals concerning WCTQEE
strengths and shortcomings
• to analyse SQC’s pedagogical approach towards edu-
cating for peace and social change
• to explore SQC’s ability to promote peaceful conflict
resolution
• to show its impact on the school community
The outcomes were expected:
• to enhance the role of SQCs as a method for peaceful
conflict resolution
• to facilitate networking among institutions involved in
SQCs and ASPnet
• to strengthen collaborative action at regional, national
and international level to promote the culture of peace
To these ends, collaborative action has been initiated,
with different partners committed to further the global
movement for peace.
2 Introduction
This article aims to trigger ‘reflection and action’, at a time
when economies are in crisis and the culture of peace runs
P. D. Baligadoo (&)
Kingston University, Kingston upon Thames, London, UK
e-mail: [email protected]
123
AI & Soc (2012) 27:337–355
DOI 10.1007/s00146-012-0373-7
the risk of being dampened through outbursts of violence
around the globe. It has not been made in isolation, but in
participation with others. Such an approach is rooted in
participatory action research (PAR) and is greatly being
used for solving practical problems (Reason and Bradbury
2009). One of the major concerns today relates to the
Millennium Development Goals (MDGs) (United Nation
2010). Ten years have already elapsed. The next 5 years
are going to be crucial in terms of how much can be done
to meet the goals. What participatory actions are needed to
build a sustainable future? How can we strengthen SQCs,
WCTQEE and UNESCO ASPnet to take forward the
movement for peace? Can SQCs be eventually used in
educational institutions, as a pedagogical method in
peaceful conflict resolution?
3 Students’ Quality Circle: an approach from India
Quality in education has often been identified with a top-
down management approach and supervising performance
standards through quality indicators, and quality control
mechanisms associated with quality assurance, quality
audit and quality assessment. It is much related to
bureaucratic procedures. At City Montessori School and
Degree College (CMS), Lucknow, India, students are
trained in quality initiatives for social transformation. The
idea of Quality Circles has been brought into education as a
way to increase qualitative awareness of students and
teachers for peace and promote a bottom-up process in
education (Chapagain 2006). This entails a participative
approach to teaching and learning linking school, parents
and the community.
The first ‘Jai Jagat’ SQC was led by Ms. Sucheta Bihari,
a 13-year-old girl presenting a case study about ‘how to
concentrate’. The term ‘Jai Jagat’ promotes the belief that
we all belong to the world community, and as such are
interconnected. ‘Jai Jagat’ or ‘Hail the World’ was the
stirring call of Mahatma Gandhi, and it has been the
guiding principle of the school since its creation. The
school was created by the visionary couple Jagdish and
Bharti Gandhi. They were inspired by Gandhian philoso-
phy, and CMS was set up with the aim to promote universal
brotherhood, harmony and peace from grassroots level.
From pre-primary school to college level, students are
taught that ‘the whole mankind is one family’. This con-
cept has its origin from the Bahai faith and the Vedic
teaching of ‘Vasudhaiva Kutumbakam’. It is an appeal to
individuals to work together for world peace and harmony,
irrespective of their caste, creed, sex or colour. At CMS,
students, teachers and parents work together to create an
inclusive school culture and ethos, where no child feels left
out. The school is seen as ‘the lighthouse of society’
providing meaningful guidance for righteous living.
Inspiring quotes from peace advocates around the world
are visible in the school yard, classrooms and corridors.
One cannot walk in the school without being impressed by
the generative atmosphere that portrays it, not only as an
institution that transmits knowledge, but as a place where
young individuals are empowered to care for others and
embrace a culture of peace ideals and non-violence. Today,
the school is renowned in India and in the international
arena, as an example in promoting cross-cultural learning
and peace education. From a regional movement, it has
grown into a national and international movement, foster-
ing a culture of peace based on collaborative learning and
dialogue. Its innovative practices are not to be undermined.
The first SQC was developed at CMS, with the aim of
empowering students and educating for social change. It
was a way to communicate and educate across borders
bringing together partners committed in fostering ‘quality
for peace’ and producing ‘Total Quality Persons’ (TQPs)
(Chapagain 2006). This was facilitated by Jagdish Gandhi,
from whom the idea originated after learning about Kaizen
or continuous improvement during a visit to Japan in 1992.
With the help of Dr. Vineeta Kamran, principal at CMS,
and two quality experts P.C. Bihari and Swami Das, the
idea of Quality Circles in industry was incorporated in
education and implemented at the school. The aim was to
empower students to develop civic responsibility, problem-
solving skills and abilities to work in partnerships with
others. In a questionnaire that was sent to Mr. P.C. Bihari,
Executive Director of WCTQEE, India, the latter argues:
SQC unleashes ingenuity, promotes universal values,
problem solving and communication skills, ushers
superior group dynamics and democratic values
among the students, and ultimately enables a student
to become both good and smart through a holistic
personality engraved from SQC as an integral part of
TQM.
Students and teachers are trained at CMS and other
public and private educational institutions, from pre-pri-
mary to tertiary level, to use the SQCs’ approach as a tool
for problem-solving and well-being. The problems identi-
fied vary according to local context, needs and priorities of
the students and schools. Training is given by experts for
interested participants, both local and foreigners. In India,
SQCs’ activities are conducted through informal learning
at CMS and other educational institutions. However,
resistance to change and lack of awareness of ‘Quality
Circles’ and Total Quality Management (TQM) make it
difficult for SQCs to be implemented. Mr. Bihari believes
that SQCs can be made sustainable by adopting it ‘as part
of learning modules and processes in schools, duly
authenticated by concerned management and boards’.
338 AI & Soc (2012) 27:337–355
123
Other difficulties that are encountered relate to airfares,
high participation and accommodation fees, when partici-
pants from CMS have to attend International Convention of
Students’ Quality Control Circles (ICSQCC) abroad. CMS
itself conducts ICSQCC in alternate years since 1997 and
has been sending participants, for instance, to Turkey,
Mauritius and Sri Lanka for conventions. This is financed
both by CMS and other institutions.
4 Peace education
CMS was awarded the UNESCO Prize for Peace Education
in 2002 (UNESCO 2002). Various activities to foster a
culture of peace among students are conducted. Many of its
activities start with a World Peace Prayer Ceremony
(WPPC), with children holding flags of different countries.
The World Citizen Dress, which is worn by students during
the ceremony, reflects the diversity of cultures, religions
and languages illustrated through different symbols. It
epitomises the need for universal brotherhood, peace and
unity. At school, students are encouraged to practise values
of peace, love, non-violence, truthfulness and harmony.
There is an emphasis not only on material education, but on
divine and human education, with a focus on the positive
awakening of the mind and heart. Different SQCs groups
are named under universal values, as a way to foster
feelings of empathy and understanding among youngsters.
Students are also involved in educational leadership pro-
grammes, and they are empowered to shoulder responsi-
bilities and engage actively in condemning the use of
nuclear weapons and terrorist attacks. While the 10th
ICSQCC was conducted in Lucknow in 2007, the region
suffered from violent bombing attacks. This did not deter
participants from around the world, committed to peace
and culture sharing, attending the convention. Through
SQCs, correspondence has been made possible between
teachers and students of CMS and those of Pakistan. Bar-
riers have been broken, joint activities have been organised
and the dialogical encounter has enabled new bonds
between Pakistani and Indian students. Exchange visits
between students from the two countries have also been
possible.
Every year on the annual republic day, CMS presents its
Peace Floats as a way to sensitise the public about the need
for peace. Since 1993, it has hosted ‘Children’s Interna-
tional Summer Village’ (CISV) in Lucknow. This enables
students from different countries to have shared learning
experiences and learn about other cultures and languages.
Moreover, peace poles have been erected in various CMS
branches in Lucknow. They are obelisks engraved with the
message ‘May peace prevail on earth’ on all sides. The
school also use music as a means to promote peace culture.
‘World Peace Satsang’ (non-denominational spiritual
gatherings) are regularly organised, which bring together
renowned artists to sensitise the masses about the need for
peace. International Peace Poster, Peace Quilt Competition
and International Peace Greeting Card Design competitions
are also organised to generate peace awareness among
students. The school further observes the UNESCO cal-
endar of activities, aiming to create a school environment
where intercultural, interfaith learning, human rights and
other global concerns are promoted. Through SQCs, the
students have benefited from international exposure,
through conventions that are organised at CMS and other
member countries like Turkey, Pakistan, Nepal, Mauritius
and UK. Twenty-five chapters around the world are
engaged in SQCs’ activities, and are members of
WCTQEE, founded in 1999. CMS has organised and
financed ICSQCCs every 2 years, and helped the organi-
sation of conventions in other member countries.
5 Linking with Corporate Social Responsibility (CSR)
Major funding cuts around the world are making it more
difficult for educational institutions to further develop-
mental projects for a culture of peace. SQCs link industry
and education. They promote a bottom-up approach to
problem-solving that may be of interest to industries. They
give opportunities for corporate to invest in a socially
responsible manner in individual transformation and social
change: not only a marketing strategy, but an investment
for the future. It is not a language that is incomprehensible
for businesses, but one of their own ways of management.
Many schools and educational institutions in different
member countries have complained that they are not able
to get sponsors from businesses, and they do not know how
to approach them for developmental projects at school
level. SQCs can then be used as a pedagogical method,
having their roots in industry, to bridge the communication
barrier between industries and educational institutions.
Both will benefit from this enterprise.
With the economic crisis, and less money to invest in
community works, companies will want to sponsor activi-
ties where they get tangible and intangible results. Through
SQCs, students learn to identify, analyse, plan and monitor
problems in a practical and systematic way. They become
conscious of the fact that it is a process for problem-solving
and it cannot be done in a haphazard way. It demands
careful study, conscientious implementation and realistic
evaluation. Students know that, when they embark on a
project, they must have clear aims and objectives, and at
the end, they will have to demonstrate whether their goal
has been achieved. If it has not been achieved, then they
learn to improve on their weaknesses. It is an approach for
AI & Soc (2012) 27:337–355 339
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continuous improvement, innovation and sustainable
change. It is also an approach whereby students are
empowered to develop managerial and organisational skills
and the abilities to face difficulties in a diligent and
responsible manner. They learn to communicate with oth-
ers, make new bonds, share experiences and work for
social transformation. At a time when economies around
the world are crashing, where businesses are facing fail-
ures, and institutions are dealing with major cuts, there is a
need to re-invent ways of working. Discontentment, dis-
satisfaction due to rising poverty and violation of rights
will cause disorder and conflicts, as has recently happened
in Egypt. It is important that people are empowered to deal
with problems, to face new challenges, so that conflicts can
be solved in a peaceful and just manner. This can start with
educational institutions and facilitation from businesses,
showing commitment to the promotion of a culture of
peace.
At Kingston University, the concept of Circle has led to
the creation of Students’ Quality Circles and Staff Quality
Circles. It is believed that learning in Circles will foster a
greater sense of understanding, promote social cohesion
and manage cultural diversity. It may provide a platform to
discuss issues of concerns, such as the rise in tuition fees
and major cuts in higher education. In this respect, ques-
tions are being raised about the role of CSR, and how it
needs to be re-invented at this time of crisis. Resources
need to be distributed in a socially responsible manner, so
that investment leads to individual and social transforma-
tion for a culture of peace. SQCs can benefit from part-
nership with corporate.
There are difficulties in managing networks, and
co-ordinating activities for a culture of peace. We have been
used to a culture of war and violence that has restricted the
flow of knowledge and information, so we find it difficult
to collaborate with others for social change. WCTQEE, as
a movement for peace and qualitative awareness, has not
only enabled partners from across the world to learn from
each other, but to grow personally and professionally. It is
through my participation as a teacher at ICSQCCs that new
links have been established. This led to my UNESCO
fellowship at Kingston University, funded by the Govern-
ment of Japan and facilitated by the Mauritius National
Commission for UNESCO. WCTQEE and UNESCO have
been able to bring together partners from Japan, Mauritius
and other countries to work together in the promotion of a
culture of peace.
6 SQCs, WCTQEE and UNESCO
Though SQCs have developed differently, links have been
made with National Commissions for UNESCO in member
countries to take forward the movement for peace and
culture sharing.
In the UK, SQCs have originated at Kingston University
working with a private institution under the leading role of
a quality expert. There is willingness to extend it to pri-
mary and secondary schools. The university is preparing
the ground for the 2014 ICSQCC. ‘SQC KCircle’ and
‘SQC Qualitas’ have played an important role in promoting
SQCs as a pedagogical method among the academic
community and students, with field visits to primary and
secondary schools which include UNESCO ASPnet.
In Mauritius, the pedagogic method of SQCs has been
implemented through the National Productivity and Com-
petitiveness Council, a parastatal body. This has been done in
collaboration with the Ministry of Education and Human
Resources and the private sector, and known as Civic Action
Team (CATs). At the same time, this approach has been
developed by another academic who has been appointed by
CMS as the Director of WCTQEE in Mauritius. Recently, an
attempt to develop new SQCs for the inclusion of challenged
students has been made by a third party. All of them work
separately. Mauritius hosts the ICSQCC in 2012. There are
difficulties in bringing together the different partners. It is
recommended that UNESCO ASPnet in Mauritius adopts the
SQCs’ approach in furthering a culture of peace. In the same
way, schools that have participated in CATs’ convention are
encouraged to join ASPnet. This will not only facilitate the
implementation of SQCs as a pedagogical method, but give a
new boost to UNESCO ASPnet. Such partnerships will help
National Co-ordinators for UNESCO ASPnet in different
member countries to better co-ordinate and implement
activities in ASPnet study areas, namely ‘ASPnet and UN
Priorities, Education for Sustainable Development, Peace
and Human Rights and Intercultural learning’. SQCs can
then be used as a flagship project of UNESCO ASPnet, and
also as a method to facilitate existing projects. It should not
be seen as adding to the existing load of UNESCO ASPnet.
According to the Global Review Report 2003:
ASPnet may be trying to do too much along too many
themes, and therefore work might become unfocused;
while schools can choose from among many topics,
they can also avoid areas where they need the most
development (Centre for International Education and
Research 2003, p. 4).
It has been noted in Mauritius that, though students and
teachers are initially very enthusiastic about undertaking
activities in relation to ASPnet themes, the activities are
short-term. Teachers are governed by the curriculum and
are overloaded with work. Many of the projects are
undertaken in a haphazard way and they are not completed.
Teachers and students experience difficulties at the
implementation level, as they lack appropriate skills and
340 AI & Soc (2012) 27:337–355
123
knowledge in initiating, conducting and monitoring
developmental projects. Since 2009, the Ministry of Edu-
cation and Human Resources has introduced ‘Activity
Period’ to encourage students to participate in co-/extra-
curricular activities. This is officially included in the
formal timetable of all secondary schools. Teachers and
students can now devote more time in undertaking devel-
opmental projects at school level. Similarly, for a holistic
development of the child, ‘Enhancement Programme’ has
been introduced at Standard Four Level in all primary
schools (Ministry of Education and Human Resources
2010). This can facilitate the implementation of activities
in relation to ASPnet study areas. At the same time, using
SQCs as a method, they can initiate change for sustainable
development, and further the culture of peace.
In UK, the need is felt to reinforce networking among
students in UNESCO ASPnet. Since UK’s re-establishment
with UNESCO in 2005, teachers have been empowered in
initiating activities at school level with students. An annual
ASPnet conference for teachers is held by UK National
Commission for UNESCO, to enable shared learning
experience among teachers. Linking SQCs with ASPnet
can be one alternative to enable empowerment of students,
foster partnerships with the academic community and
promote ASPnet study themes for a culture of peace. This
can be facilitated by Kingston University. It will of course
not be easy, considering the financial crisis in UK and the
difficulties in forging collaboration. Teachers who attend
lectures at Kingston School of Education can be made
aware of SQCs and ASPnet, and encouraged to adopt a
participatory approach to learning, where students are not
treated as passive recipients. As an ASPnet member,
Kingston University can further ASPnet study themes and
strengthen the SQCs’ movement, which has begun at the
university. This type of partnerships and networking has
been emphasised by Gustavsen and Ennals (1999) as a way
to construct development in work organisation and Europe:
To form learning organisations, or for that matter
development coalitions, we need to learn together; we
need to be able to transcend our own subjective
experience so as to reach out to others and do things
in co-operation (p. 16).
We further nurture it through dialogical encounters. It is
through dialogue that we become more aware of ourselves,
our dreams and aspirations; we discover other ways of
thinking, speaking and acting. Learning in this way, we
realise our limitations, correct our omissions and make
room for improvements. We first try out the improvements
on a small scale, including ourselves and see if it works. If
it does, we apply in on a larger scale so that it benefits
others. If it does not work, then we know that further
improvement is needed. Such an approach leads to indi-
vidual and social transformation.
7 SQC as a pedagogical approach for the future
SQCs have roots in the Quality Circle movement in Japan.
In 1962, Kaoru Ishikawa devised the concept of ‘Quality
Circles’ to empower shop floor workers to deal with
problematic issues at the workplace. This idea of Circle
demonstrates a way of bringing people to work together,
and realise their interconnectedness and interdependence. It
does not mean that the Circle has to be perfect, but an
attempt towards perfection. This leads to continuous
improvement, creating awareness about the need for
quality. This qualitative awareness is being fostered in
education through SQCs. What is the need for such an
approach, when Quality Control mechanisms already exist
in various educational institutions around the world? How
can educational institutions benefit from such an approach,
when instances of group working already exist? There are
also criticisms against Quality Circles, as a punch ball
exercise, with employees raising problems and targeting
colleagues and employers, thus causing tension in the
workplace.
In some schools in Mauritius, there is a perception, among
some staff and administrators that SQCs/CATs tend to
increase problems, rather than solve them. Through its pro-
cedural techniques, it brings to light problems that may not
have otherwise been voiced, and this can be disturbing for
some people. However, the aim of SQCs/CATs is not only
about identification of problems that may be detrimental to
the growth of the individual and society, but about finding
solutions to the problems. It provides a platform for students,
staff and educational institutions to work together in solving
issues of major concern. These issues may relate to the
environment, HIV/AIDs, bullying, poverty, low perfor-
mance of students and a lack of resources in the school. The
list is exhaustive, depending on local context and needs.
Through this approach, young girls and boys are being
empowered to fight for their rights and to denounce dis-
criminatory practices and problems, which they believe will
prevent them from learning in a better way. There is a shift
from ‘teaching’ to ‘learning’ (Ennals 2007). Learning
becomes an iterative process. Students are no longer con-
sidered as ‘passive recipients’ but ‘active participants’ in the
educational system. Students become self-engaged in their
own learning, and they develop generic skills that enable
them to become responsible and autonomous individuals.
They nurture abilities that help them to solve problems, not in
a violent manner, but through dialogue and collaborative
action. Such an approach is not new. It was emphasised by
AI & Soc (2012) 27:337–355 341
123
Paulo Freire, the great Brazilian educationist in his book
‘The Pedagogy of the Oppressed’:
Students, as they are increasingly posed with prob-
lems relating to themselves in the world and with the
world, will feel increasingly challenged and obliged
to respond to that challenge. Because they apprehend
that challenge as interrelated to other problems within
a total context, not as a theoretical question, the
resulting comprehension tends to be increasingly
critical and thus constantly less alienated (p. 62).
Students develop analogical thinking and become criti-
cally aware of themselves and the world. They develop
empathy for others. They see themselves not as followers,
but as transformers of the world, as individuals capable of
bringing positive change and fighting oppression and ste-
reotype. They do not do so in isolation, but through col-
laborative endeavours. As a result, the relationship between
the teacher and the student also evolves.
The teacher is no longer merely the –one- who- tea-
ches, but one who is himself taught in dialogue with the
students, who in turn while being taught also teach.
They become jointly responsible for a process in which
all grow. In this process, arguments based on ‘author-
ity’ are no longer valid; in order to function, authority
must be on the side of freedom, not against it. Here, no
one teaches another, nor is anyone self-taught. People
teach each other, mediated by the world, by the cog-
nizable objects which in banking education are
‘owned’ by the teacher (Freire 1996, p. 61).
This type of ‘problem-posing education’, as advocated
by Freire, shares similar characteristics with the method of
SQCs as ‘problem-solving education’. In countries where
there are perpetual conflicts and violation of human rights,
such an approach may equip individuals not only to
denounce acts of oppression, but act for social change and
peace. It is a message to the oppressed not to become in
turn oppressors themselves, but to engage in collaborative
action to fight for justice, human rights and a better con-
dition of living. It is important that in the act of recovering
one’s dignity and loss rights, one enters into dialogue with
others. One does not take arms and guns to kill the
oppressors. One does so in a pacifist manner. Such an
approach was emphasised by Mahatma Gandhi through his
concept of ‘satyagraha’ meaning ‘soul force’, ‘truth force’
or ‘love force’. According to him, one must not underes-
timate a ‘satyagrahi’ (practitioner of satyagraha). The
young and the old, women and men, children and chal-
lenged individuals all can become ‘satyagrahi’. However,
‘satyagraha’ cannot be the weapon of those who are
mentally weak (Andrews 2007). It is difficult for those who
are mentally weak to fight oppression and injustice. They
may lack the self-confidence and the sense of self-worth to
do so. It is important that education helps students to be
mentally strong, and at the same time develop the neces-
sary tools for conflict resolution. This idea has also been
recommended by the Global Review report on ASPnet:
We would like to see a further flagship project, to
include all countries, on Conflict Resolution. This
should take an integrative approach to all the current
themes and topics, using case studies at all levels
from around the world. It should also constitute a
resource for the professional development of teachers
in the teaching of controversial issues (Centre for
International Education and Research 2003, p. 54).
8 SQCs: the case for peaceful conflict resolution
The particularity of SQCs lies not only in its ability to
improve Quality, but in bringing together people, not
necessarily from the same background and culture, to solve
problems. History has proved that it is not an easy task.
Every day, millions of people around the world are losing
their lives due to the inability to resolve conflicts in a
peaceful manner. Mahatma Gandhi on various occasions
warned mankind against such greediness.
In the UN Declaration and Programme of Action on a
Culture of Peace, adopted on 13 September 1999 at the
53rd session of the General Assembly, eight areas of action
were identified to enable the transition from a culture of
violence to a culture of peace. The ‘World Report on the
Culture of Peace 2010’ has been organised in terms of
these eight programme areas for a culture of peace: ‘Cul-
ture of Peace through Education; Sustainable Economic
and Social Development; Respect for all Human Rights;
Equality between Women and Men; Democratic Partici-
pation; Understanding, Tolerance and Solidarity; Partici-
patory Communication and Free Flow of Information and
Knowledge; and International Peace and Security’.
According to the report,
Culture of Peace through Education is the highest
priority for the majority of civil society organizations
contributing to the Decade. Although progress is
difficult to measure, it may be the most important
factor in the long run for the transition to a culture of
peace (p. 6).
A transition to a culture of peace can take place if
individuals make the necessary efforts to embrace a culture
of peace ideals. A change of mindset is needed. This has
been emphasised by the Seville Statement:
Just as wars begin in the minds of men, peace also
begins in our minds. The same species who invented
342 AI & Soc (2012) 27:337–355
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war is capable of inventing peace. The responsibility
lies with each of us (UNESCO 1986).
If we want to experience peace, we must look for it not
only in the physical but in the mental. This is a practical
approach that was for instance advocated by Gautama
Buddha as a way to righteous living. It lays emphasis on
the unity of thoughts, words and deeds. Through SQCs,
students are given opportunities to think critically, share
their thoughts with others through dialogical encounters
and put their knowledge into practice. Knowledge is then
validated by experience. Students develop tacit knowledge,
test hypotheses and learn by experience, so that meaningful
learning occurs. This kind of learning helps students to
become more aware of themselves and the world. By
developing ‘meta-cognitive’ skills, they are able to learn in
a better way, and grow in understanding. They are able to
better relate to the world and act in communion with
others. It is this type of ‘learning by doing’ that students
develop through participation in SQCs. They learn to
develop organisational, managerial and communication
skills through practical tasks. They learn to care for others,
and develop the sense of civic responsibility by engaging in
developmental projects. In this way, they become less
egocentric, because they develop the ability to listen to
others, to accept viewpoints better than theirs and recognise
their limitations. Through the process, they learn not to
have blind beliefs or make false assumptions. This type of
approach to learning and conflict resolution has been
emphasised by Hicks (1988). He argues that students
should be encouraged to ‘recognise propaganda for what it
is, whether from a government or a pressure group, and be
alert to hidden bias, for example racism, sexism, milita-
rism, both in the media and in teaching materials’(1988,
p. 12). Through SQCs, students realise from an early age
the importance of collecting data, processing and storing
them for improvements. They develop the ability to dis-
criminate between right and wrong, true and false, real and
unreal. Such ability to perceive reality in its totality is
important in conflict resolution.
Similarly, being able to co-operate and empathize
makes conflict resolution more possible and the
classroom climate more creative. Being clear about
one’s needs and able to relate assertively, rather than
aggressively, is also as the heart of good education
for peace (Hicks 1988, p. 12)
If we want to promote education for peace, we need to
create learning opportunities that unify the mind, the heart
and the hands. When any thoughts occur, we should reflect,
using our power of discrimination. Such skills in problem-
solving and conflict resolution cannot be learnt merely in
books or through teaching as a didactic method. The ability
to deal with conflicts is acquired while individuals them-
selves experience conflicts in their lives and learn to solve
it by trying different solutions. They learn through what
Piaget calls a process of ‘assimilation and accommoda-
tion’, which leads to ‘cognitive growth.’ The period of
adjustment is termed as ‘cognitive conflict.’ It is only after
successful adaptation that the individual experiences
‘psychological and biological peace’ known as ‘equilib-
rium’ (McInerney and McInerney 2006, p. 38).
Very often, while working in groups, students feel
depressed because they encounter difficulties in passing on
their ideas to others. Some feel that the workload is not
shared and that they are doing more than others. In cases
where students from different cultures, backgrounds,
beliefs and religions work together, the difficulty of initi-
ating collaborative action increases. With globalisation,
internationalisation of education and mass level education,
facilitating group-based learning is not easy. But this
approach to learning cannot be undermined. For instance,
Lev Vygotsky has argued that collaborative learning can
enhance cognitive growth. Through his theory of ‘zone of
proximal development’, he shows how students increase
their understanding and repertoire of knowledge while
learning with others (Langford 2005). This enhances
learning and leads to the construction of new knowledge
that may not have been possible in isolation (Lee and
Smagorinsky 2000). It promotes an inclusive approach to
learning, where partners provide cognitive and emotional
support to those in difficulties and see themselves as
capable beings. Students recognise their participative role
in learning and they become more engaged in their studies.
In a way, they demonstrate ownership of their learning.
When conflicts arise, they learn to become creative prob-
lem-solvers. This kind of learning is not acquired through
mere bookish knowledge, but in the process of socialisation
through informal learning. However, Cushner and Brislin
(1996) argue that:
Socialisation is such a potent process that once peo-
ple have been socialised they are hardly aware that
other realities can exist. This results in the presence
of ethnocentrism, the tendency of people to judge
others from their own culture’s perspective, believing
theirs to be the only ‘right’ or ‘correct’ way to per-
ceive the world (p. 5).
Through such group activities like SQCs, students learn
to share their thoughts, expand their hearts to encompass
others and extend their hands to bring positive transfor-
mation. However, even those with the best intentions very
often find it difficult to face the ‘culture shock’. It may be
due to the fact that individuals are so sensitive and emo-
tional with regard to their values, beliefs and culture. For
AI & Soc (2012) 27:337–355 343
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them, it is an unquestioned fact and a way of life that they
have embraced. The conflicts arise when individuals start
creating a hierarchy of culture, emphasising the superiority
of one and the inferiority of the other. It is very important
then that culture should be disseminated, lived and expe-
rienced, explained and investigated, so that stereotypes are
discarded. Lippmann (1998) argues:
It is only when we are in the habit of recognising our
opinions as a partial experience seen through our
stereotypes that we become truly tolerant of an
opponent. Without that habit, we believe in the
absolutism of our own vision, and consequently in the
treacherous character of all opposition. For while
men are willing to admit that there are two sides to a
‘question’, they do not believe that there are two sides
to what they regard as a ‘fact’ (p. 126).
Such a level of understanding and maturity can be
acquired through interaction with others. Peace can only
flourish if individuals make an attempt to converse with
each other and share their fears, resentment and frustration.
It is very important that people dialogue with themselves
and others so that more light may be shed on problems, and
solutions be found, before conflicts escalate and lead to
violence. SQCs then can be seen as preventive measures.
Much can be learnt from the recent protests in Egypt,
and revolutionary movements in other countries, led mostly
by young people. Individuals want to be heard, and their
grievances taken into consideration. Educational institu-
tions have different support systems for students like Stu-
dents’ Voice, Students’ Council, Students’ Union and Peer
Assisted Learning (PAL). Can these existing structures be
improved by adopting the methodology of SQCs? It is up
to schools, colleges and universities to see how they can
best adopt the methodology to suit their local context and
needs. SQCs are a means to re-discover new ways of
working and collaborating: fluid, flexible and subject to
changes; democratic in essence, participatory in approach
and egalitarian in application. They can provide students
with a structure to resolve conflicts in a systematic way, as
a catalyst to change and innovation. At the same time, the
SQC will empower students to become creative problem-
solvers, skilled in peaceful conflict resolution. Many stu-
dents are given few opportunities to express themselves,
test understanding and apply their knowledge in practical
situations, other than assessment. SQCs, where students are
given the opportunities to ‘reflect, conceptualise and test
ideas’, should be encouraged. Such an approach caters for
different typology of learners ‘the activist, reflector, theo-
rist and pragmatist’. Honey and Mumford (1982) argue that
the persistence of an individual to practise only one
learning style is a barrier to meaningful learning. SQCs
provide students with a structure to brainstorm ideas,
analyse data, plan programme of action, act for change and
evaluate results. Through SQCs, students learn to solve
problems in a systematic way. Moreover, they understand
the importance of being humble, delegating responsibili-
ties, treating others as equals and accepting positive criti-
cisms. They learn to invest their time, effort and energy in
rightful causes. They develop the ability to deal with
changes realising that ‘change is the essence of existence’
and adopting a rigid and absolutist vision of life can be a
barrier to peace and progress. Through SQCs, they learn to
be flexible and move with the circles in evolution, com-
municating with others and discussing ways to solve
problems. Lewis (2004) remarks: ‘failures of communica-
tion start wars, end relationship and sprinkle acid in our
daily lives’ (p. 16). It is important that dialogical encoun-
ters are created so that conflicts are resolved in a peaceful
manner. In some institutions, it is practised through the
concept of ‘Dialogical Method’ enabling reflection and
action for sustainable growth and development (Goranzon
et al. 2006). In other institutions, SQCs enable young
people around the world to connect with each other and
learn the skills of resolving conflicts in a non-violent way.
From these different perspectives, SQCs can be adopted
as a pedagogical approach of teaching peaceful conflict
resolution and learning problem-solving skills. A study of
the development of SQCs in different countries has
revealed that it has been adapted differently to suit local
context and needs, but the methodology to problem-solving
has been constant. Whether we call it IMECE, CATs or
SQCs, it provides an alternative approach to violence and
raises awareness about ‘quality for peace’. Considered as a
tool for peaceful conflict resolution, it can be used in the
promotion of a culture of peace ideals.
9 Developments of Students’ Quality Circles
9.1 Mauritius
Situated in the Indian Ocean, part of the African Continent,
sharing colonial ties with the Dutch, English and French,
Mauritius is composed of a population of Indo-Mauritians,
Sino-Mauritians and Franco-Mauritians. Like many coun-
tries with inhabitants of different ethnic origins, it faces the
great difficulty of managing cultural diversity. Yet, despite
the many cultural differences, it is commonly referred as the
‘rainbow of the Indian ocean’. It has so far been able to
promote harmonious living among the population through its
governance, sense of justice and fairness. The key to its
political, social and economical stability is founded on a
culture of peace ideals. This culture of peace needs to be
reinforced, for the ‘paradise island’ has also experienced
conflicts and violence over the years. Accumulated tensions
344 AI & Soc (2012) 27:337–355
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due to religious and cultural differences can degenerate, if
appropriate measures are not taken at the right time.
9.2 Collaborative advantage
9.2.1 Ministry of Education and Human Resources
(MOEHR) and National Productivity
and Competitiveness Council (NPCC)
In 2001, MOEHR and NPCC launched Civic Action Teams
(CATs) in both public and private primary and secondary
schools. This was part of a campaign started by the NPCC
at national level to sensitise the population towards mini-
mising wastage and embracing a productivity culture. It
was based on the Japanese concept of ‘muda’ or ‘non-value
adding activity’. It linked industry and education, demon-
strating that the productivity culture, civic responsibility
and a commitment to Quality should be inculcated at a
young age for sustained economic growth and competi-
tiveness. This is in line with the policies of the Mauritian
Government to promote a ‘knowledge-based economy’ and
further the concept of ‘Maurice Ile Durable’ with emphasis
on renewable sources of energy.
Established in 2000, the NPCC has been acting as a syn-
ergiser, regrouping stakeholders from various sectors of the
economy. It is a tripartite organisation, facilitating net-
working and collaboration with the mission to make Mau-
ritius a ‘better living nation’ (NPCC 2007). The council is
composed of 20 members with representatives from the
government, trade unions, private sector, academia and those
from other sectors of the economy. Since 2010, it has been
affiliated with the Ministry of Business, Co-operatives and
Small Enterprises, and no longer works under the aegis of the
Ministry of Education and Human Resources. Its focus now
is towards the development of the manufacturing and small
enterprises. In 2011, three of its projects launched in schools:
CATs, Innovation in the Education Sector (InnovEd) and
Green School Project have been brought to an end.
9.2.2 CATs: learning from the past
With the help of Mrs. Sudha Mujumdar from the Quality
Circle Forum in India, the NPCC initiated CATs in the edu-
cation sector, in partnership with MOEHR. The project was
inspired by the SQC’s philosophy, which has its root in City
Montessori School, Lucknow, India. Ms. Sucheta Bihari,
leader of the first world SQCs ‘Jai Jagat’, also facilitated the
implementation of CATs during her training at NPCC.
9.2.3 Regional and national conventions
Nine National Conventions of CATs have been organised.
Training has been given to teachers and students by staff
from NPCC. Since 2008, 10 teachers who have been
trained by the NPCC have been conducting training of
facilitators in different zones of MOEHR. Regional Con-
ventions have been organised to select best projects for
National Conventions. In 2010, the NPCC recorded the
participation of 100 schools including institutions from
Rodrigues for the participation of CATs. During conven-
tions, participants normally used role-play, power-point
presentation and posters to illustrate their projects. They
were assessed by members of the jury comprising of aca-
demics, Quality consultants and representatives from the
private sector. They had to submit a ‘minute’ and ‘project
book’ to demonstrate how they used Quality Control tools
to solve problems in a systematic way. Those who usually
excelled had demonstrated self-discipline, effective time
management, leadership skills, ability to work in teams,
creativity, communication skills and a determination to
implement what was planned. At National Conventions,
CATs provided a platform for students and teachers to
inform authorities about problems encountered in schools
and colleges and to demonstrate ways that were adopted to
resolve conflicts. Some common problems that were
identified in schools relate to absenteeism, bullying, illit-
eracy, lack of equipment, unattractive school environment,
poor performance of students in certain subjects, improper
use of the activity period and bad eating habits. At
Regional and National Conventions, students proved that,
given the opportunities, they could lead developmental
projects at school, innovate in crisis and solve problems in
a peaceful manner.
9.2.4 International participation
In the past years, there had been a gradual increase in the
number of schools participating in CATs. Many were
motivated to participate due to the fact that the best teams
were sponsored by the NPCC to attend International
Conventions of Students’ Quality Control Circles (ICS-
QCC) abroad. Participants of CATs who excelled at
National Conventions were sent to India and Turkey to
represent Mauritius at International Conventions. Teachers
and students benefited from the international exchange
programme. For instance, links were established with
participants from Turkey, Nepal, India and UK. Many
teachers and students benefited from the shared learning. It
increased their confidence and boosted their self-esteem.
9.2.5 Professional development of teachers
Teachers who acted as facilitators of CATs were trained in
the application of Total Quality Management (TQM) in the
education sector. It paved the way for a ‘community of
practice’ where teachers from different departments would
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come together to initiate change in the school, and solved
problems that were considered as barriers to teaching and
learning (Wenger 1998). The facilitators of CATs were
trained in developing team spirit, leadership skills, com-
munication skills and the ability to lead developmental
projects at school, in partnership with the community. For
some who were trained in the methodology of CATs, the
introduction of Performance Based Budgeting (PBB) and
the Performance Management System (PMS) in the edu-
cation sector in 2008 were not seen as a burden.
9.2.6 Participatory and democratic management approach
At school level, CATs enabled the rector, students,
administrative, teaching and non-teaching staff to work
together in improving the school community. Everyone
was involved in decision-making. This paved the way for a
bottom-up process of management. Links were established
between various departments, and a collaborative approach
was adopted in the day to day management of the school. It
added value to the work of both the teaching and non-
teaching staff in the smooth running of the educational
institution. Work was delegated, responsibilities were
shared, and in times of crisis, the engagement of staff and
their solidarity towards one another were enhanced. In
many ways, this democratic and participatory approach of
CATs was a preventive measure in reducing conflicts in the
workplace. It empowered staff, promoted team spirit and
enhanced a sense of belonging to the school. It was a way
to discover hidden potentials of staff and promote crea-
tivity in the workplace.
9.2.7 Empowerment of students
Students who participated in CATs developed problem-
solving skills. They were trained in using Quality Control
tools to identify, analyse and solve problems that they
considered were detrimental to their growth and their sur-
rounding environment. They became more self-engaged in
their learning and more aware of problems around them.
Through the process of self-introspection and ‘inner dia-
logue’, they became conscious of their needs, their
thoughts, feelings and emotions. This led to the develop-
ment of meta-cognitive skills, for they not only understood
‘how they learn’, but ‘why’ a strategy works. It helped
students to develop analytical thinking and to become
aware of their weaknesses and strengths so that improve-
ments can be made. Learning became a movement towards
becoming great, not in the sense of acquiring wealth, fame
or status, but in understanding.
Through CATs, students developed the ability to prevent
conflicts from degenerating into violence. They had become
creative problem-solvers. Moreover, the entrepreneurial,
managerial, communication and leadership skills that they
developed made them managers of developmental projects
at school. This reinforced their sense of belonging to the
school. When students from different communities, culture
and religion were working together to solve common prob-
lems, they became less biased towards others. CATs helped
to reduce stereotypes and promoted intercultural learning. In
the course of joint activities, students shared their religious
beliefs, explained their cultural affiliations and demonstrated
different ways of living. An affinity was developed between
students of different communities in the school. Later on,
when this attitude was reflected outside the school commu-
nity, it became an example to be emulated by the young and
old alike, who often have a culture of hatred.
9.2.8 Problematic of CATs
In the course of the implementation of CATs, various
difficulties were encountered. These may explain to a
certain extent why CATs no longer form part of co-/extra-
curricular activities in schools.
Over the years, CATs have been accentuated as a
competition, and the pedagogical approach has not been
clearly understood. On various occasions, some teachers
and students have been asking ‘What’s in for me?’ They
could not understand the importance of CATs in their
everyday life and ‘participated just for the reward’. This
may be due to the fact that CATs/SQCs are new, and lack
of awareness about its methodology and application has not
facilitated its implementation in schools. According to data
in the questionnaire, the NPCC argues: ‘though very
motivated when they leave the training, teachers are not
able to ‘‘convince’’ the head of school how such projects
can help the students, teachers and the school’. The NPCC
had invited heads of schools to attend training sessions
during holidays, but ‘the response rate was low’. There is
also the fact that the teacher is responsible for too many
projects at school. Sometimes the whole management of
CATs falls on the facilitator, with many colleagues reluc-
tant to extend their contribution in its implementation. The
reason may be that only one teacher is sent to International
Conventions if the school wins at the National Convention.
There is also the perception among some teachers and
administrators that CATs tend to create problems rather
than solve them. CATs have empowered students to take
initiatives and identify problems that may prevent them
from learning in a better way. It has enabled a shift from
‘teaching’ to ‘learning’. Problems that many did not have
the courage to voice out before came into the open. For
some administrators and teachers who are used to the
conventional mode of teaching, this was disturbing. Simi-
larly, some students themselves feel that CATs are too
demanding. They prefer to devote more of their time to
346 AI & Soc (2012) 27:337–355
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formal learning. There are others also who participate in
various co-/extra-curricular activities during the first and
second term and thus are not able to complete their project.
Many also feel that through more support from teachers,
administrators and other students, they would have been
able to implement their project. According to the NPCC,
‘some facilitators leave all the responsibility of the project
on the students, who feel at a loss’. Many facilitators were
designated by their heads of schools to manage the CATs’
project. As participation was not voluntary, they failed to
show the enthusiasm needed to motivate the students. Lack
of confidence by some teams including facilitators has also
been noted. Sometimes, ‘the trained teacher is transferred
to another school, and there is no one to follow up’.
At the level of the NPCC, the Council is no longer in a
position to send participants of CATs to International
Conventions. Since 2009, its budget has considerably been
decreased. It is stated in the questionnaire:
It becomes more difficult to organise conventions at
national level- difficulty to get sponsors on board
with the Corporate Social Responsibility (CSR) pol-
icy. The NPCC is not an ‘approved NGO’ benefiting
from the CSR policy. As a parastatal body we receive
government funding. Private companies cannot claim
for CSR refund when they fund NPCC projects, and
participation in international conventions of a team
implies an important amount of money.
However, in spite of the CSR policy, the NPCC had
received sponsorship from private companies, through tokens
that were handed over to winning teams. Still, this led to
frustration and resentment among teachers and students, who
were motivated to participate in CATs due to international
exposure. NPCC financed participation in International Con-
ventions from 2003 to 2007. The Ministry of Education and
Human Resources gave a budget to the NPCC in 2008. But
there was ‘no funding or sponsorship in 2009–2010’. More-
over, due to the fact that this project was initiated by the
NPCC, a parastatal body whose mission is to improve pro-
ductivity and competitiveness, it gave the impression that
CATs has not much to contribute in academics.
A decade has now passed since the institutionalisation of
the NPCC. Its role has been reviewed, and the CATs
project has been brought to an end. This should not be seen
as a failure. With the economic crisis, major cuts have been
experienced in various sectors of the economy. This is the
time to identify weaknesses and strengths and bring nec-
essary improvements to further progress. By linking edu-
cation and industry, the NPCC has demonstrated that the
culture of productivity, quality and civic responsibility can
be inculcated at a young age. It has also shown that success
and competitiveness can only take place in a harmonious
and safe environment where the culture of peace ideals is
valued. In the view of the NPCC, ‘sharing and learning
from each other will lead to more trust in the countries
where SQC are implemented’. The belief as expressed in
the questionnaire is:
SQCs or CATs should form part of the curriculum as
a co-curricular activity. The quality tools and tech-
niques can be applied in teaching and learning at
school. CATs should not be seen as a competition.
There should be a ‘Committee’ with all the stake-
holders in the project who will be responsible of the
project and work in close collaboration with the
Ministry of Education to scale up the project in all
primary and secondary schools.
Despite the many difficulties, students, teachers and
educational institutions have benefited from CATs. Those
who have really gained from it were students and teachers
who had recognised its importance as a pedagogical
method. When the methodology of CATs was implemented
in classroom practices, teachers and students had been
learning from each other. Learning was not seen as a
burden, but an enjoyable experience with classes being
more interactive and fun. Students were encouraged to
enter into dialogue with others, to share their knowledge, to
listen to others’ point of view and to develop analytical
thinking. Instances of Quality Control tools like brain-
storming, flowchart, Ishikawa and lotus diagram were used
as strategies to improve teaching and learning. For certain
students, it helped them ‘to learn in a better way’, ‘to
summarise many ideas in one diagram’ and ‘facilitated
their retention’. By participating in CATs, they were able
to conquer their stage fright, develop skill in action and
acquire confidence to solve problems.
These are qualities that they realised would help them
later on in the workplace and in their everyday life. One
student who has left school mentioned: ‘now that I am
working I realise the importance of CATs. I am not afraid
to shoulder responsibilities and speak in public. The skills
that I have acquired are helping me to solve problems at
work’. One of the important elements of CATs is to show
that there are alternative ways that can be used to tackle
problems in schools, at home, in the workplace or in the
society. This was demonstrated at Regional and National
Conventions. Students had developed broad-mindedness.
They had become aware that there is not one way, but
many ways to view reality. For a country like Mauritius
where clash of values, cultures and religious beliefs can
lead to conflicts, this quality needs to be reinforced at a
young age. While CATs have been brought to an end, is it
possible to have alternative ways to further SQCs as a
pedagogical method in schools? What can be the future
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developments and coalitions to promote the culture of
peace in Mauritius?
9.3 Future developments for peace
9.3.1 Ministry of Education and Human Resources
and National Commission for UNESCO
In Mauritius, training of teachers and students is organised
every year by the Mauritius National Commission for
UNESCO, in collaboration with the Ministry of Education
and Human Resources. Resource persons from different
Ministries and organisations conduct training sessions with
students and teachers, advising them about the kind of
activities that ASPnet schools can organise in relation to
ASPnet study themes. Many schools also have UNESCO
Clubs, and activities are organised in relation to the
UNESCO Calendar.
However, though initially students and teachers are very
enthusiastic about undertaking activities in relation to
ASPnet themes, many experience difficulties at the
implementation level. Some projects are undertaken in a
haphazard way, and they are not completed. Facilitators
and students lack appropriate skills and knowledge in ini-
tiating, conducting and monitoring developmental projects
at schools. Moreover, teachers are governed by the cur-
riculum and are overloaded with work. Many students also
do not realise the importance of informal learning. This
may be due to the fact that over the years, the educational
system has become quite elitist. With the recent introduc-
tion of the ‘Activity Period’ by MOEHR, there is an
attempt to promote an inclusive approach to learning.
‘Activity Period’ is now included in the formal timetable of
all secondary schools. Teachers and students are being
motivated to participate in co-/extra-curricular activities.
They have more time to initiate developmental projects at
school level. Similarly, the ‘Enhancement Programme’ has
been introduced at Standard Four Level in all primary
schools for a more holistic development of the child. These
new policies of MOEHR are an encouragement to further
informal learning in schools. This can be seen as an
opportunity to give a new boost to UNESCO ASPnet in
Mauritius.
At the training of teachers and students, conducted
yearly by the National Commission of UNESCO, facilita-
tors of ASPnet and students can be trained to use the SQCs’
method in furthering ASPnet themes and activities. They
learn how to implement projects in a systematic way and
how to develop partnerships with the outside community in
promoting the culture of peace ideals. At the same time,
they learn to develop problem-solving skills. Networking
between students and teachers in different schools can also
be made possible. It is noted that though many schools in
Mauritius have UNESCO Clubs, many are not aware
of ASPnet. At a time when emphasis is being laid on
co-/extra-curricular activities, giving a boost to such a net-
work in Mauritius can provide students with more oppor-
tunities to conduct developmental projects at school level.
At the same time, it may ease the implementation of the
‘Activity Period’. Many students and teachers may want to
participate in co-/extra-curricular activities, due to the fact
that they are also able to establish links with partners from
different parts of the world. They will benefit from this
joint venture, and shared learning will be made possible.
Travelling to other countries may not be possible, but one
can communicate via technology. Students and teachers in
Mauritius may learn what institutions in other countries are
doing to promote informal learning. Those who had shown
resistance about the introduction of the activity period may
perhaps lower their defensive barriers and make an attempt
to participate in activities. At primary level, participation in
such co-/extra-curricular activities using SQCs as a method
may eventually help to boost the self-esteem of low
achievers in schools of Zone Education Prioritaire (Z.E.P),
foster collaborative learning and improve performance of
students. Similarly, partnerships with corporate may also be
reinforced due to the fact that SQCs link education and
industry. It is further noted that in the recent curriculum,
framework of MOEHR peace education has already been
mentioned as a priority area. The intent of this proposal is to
support MOEHR in furthering the culture of peace ideals
in schools and show how SQCs and UNESCO ASPnet
can be used to further developments in this field through
collaborative advantage.
9.3.2 Ministry of Education and Human Resources,
UNESCO ASPnet and Rotary Club
Mauritius is a small island. It is easy for people from the
north and south, east and west to forge relationships. It is
easier also for people from different communities to
interact with each other, share experiences and learn from
each other. For instance, during Shivaratri, a Hindu festi-
val, or Cavadee festival, which is celebrated by the Tamil
community, one may notice the participation of people
from different communities and religions. Similarly, indi-
viduals from different caste, creed, sex or colour will walk
on pilgrimage to the church of Saint Pere Laval. Cultural
diversity is not to be trampled, but it should be shared and
valued for peaceful coexistence. Mauritius is an example to
various countries around the world where cultural diversity
is not valued. Is the island totally immunised against
conflicts and violence? Frequent talks about ‘my culture’,
‘my religion’ and ‘my community’ reflect that the culture
of peace is not shared by one and all. Is it because we tend
to forget that on this soil of seven colours we are all equal?
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Our descendents may be from India, Pakistan, China, UK,
Africa and France, but we belong above all to the ‘caste of
humanity’. If many Mauritians and people around the
world can understand this truth, fewer conflicts on caste,
culture and religion will occur.
When individuals are segregated from each other, it is
difficult to foster solidarity, unity and fraternity. This is
why, it is important to bring people together through shared
learning, dialogue and collaboration. Disagreements may
occur. It does not matter. This forms part of our learning
journey. It is important though that these disagreements do
not lead to violent confrontation. No doubt, it is a difficult
task. We need greater emphasis on intercultural learning as
a means to promote understanding, unity and peace. For if
peace is the result of only tolerance of differences, but not
an appreciation of diversity, then one day the population
may decide that they no longer want to be tolerant.
Growing frustrations and resentment may then lead to
conflicts. In a country like Mauritius, it is important that
cultural differences are not just tolerated but appreciated.
This cultural appreciation needs to be inculcated from an
early age. When youngsters become adults, it is difficult to
change their mindset and habits.
In Mauritius, the collaboration of MOEHR, Mauritius
National Commission for UNESCO and Rotary Club has
been noted in the attempt to promote peace and culture
sharing. For example, since 2009, Port Louis Girls State
Secondary School, which has been conducting activities in
relation to ASPnet themes, has benefited from the support
of Rotary Club of Port Louis. Different activities in relation
to UNESCO ASPnet themes have been financed by the
Club, and the SQCs’ method have been used to further
developmental projects. This has enabled the successful
implementation of activities, including the celebration of
the International Peace Day on 21 September 2010, on a
regional basis at Centre Social Marie Reine de la Paix. It
saw the participation of students and teachers of Port Louis
S.S.S., Medco Cassis Secondary School, Coeur Sacre de
Jesus Government School and Fairyland Pre-primary
School. Officers of the Ministry of Education and Human
Resources, the National Co-ordinator for Mauritius
National Commission of UNESCO, heads of schools,
teachers and students from the region of Port Louis were
also invited. The Rotary in Mauritius has 12 clubs around
the country, including one in Rodrigues. There may be
different ways of giving a boost to ASPnet in Mauritius and
the culture of peace.
9.3.3 Mauritius Students’ Quality Control Circle
(MSQCC)
In Mauritius, SQCs have also been developed via MSQCC,
an NGO established in 1999 by Mr. Madhukar Narain, an
educator by profession. He is the representative of
WCTQEE in Mauritius, but there has so far not been any
collaboration between Mauritius Students’ Quality Control
Circle (MCSQCC) and the NPCC. The NGO organises
National Convention every year for students of primary
and secondary schools and has facilitated SQCs in some
pre-primary institutions through children play. It encour-
ages community participation and works also with
women’s organisations. Expenses at ICSQCCs are partly
sponsored by the NGO and partly self-financed. According
to Mr. Madhukar, ‘MSQCC struggles to send delegates
abroad’. Usually, only the delegates who have the means to
finance the expenses attend ICSQCCs. Hence, just like the
NPCC and other countries, it faces financial difficulties.
Nevertheless, the representative of WCTQEE in Mauritius
continues to organise training and National Conventions
every year. He is of the view that SQCs should not be seen
as a competition and that for sustainability, ‘the problem
identified, should be solved, implemented and necessary
action taken. It should not be only case studies.’ He
observes that, due to lack of time, students are not able to
complete their projects. Difficulties are also noted at the
level of management in schools. However, despite the
problems, MCSQCC will host the International Convention
of Students’ Quality Control Circle in the year 2012. It will
not be easy. The Mauritian context is different from India,
Pakistan, UK, Nepal and Turkey. If ICSQCC is to be
organised with International Standards, the developments
of SQCs in Mauritius should be taken in consideration. The
success will be based on partnerships and innovation.
Mauritius is strategically positioned in the Indian Ocean
as a developing regional economy. It is part of SADC
(South African Development Community), COMESA
(Common Market for Eastern and Southern Africa), Indian
Ocean Commission (IOC) and the Indian Ocean Rim
Association for Regional Co-operation (IOR-ARC). Its role
in promoting a culture of peace in the African Region
cannot be undermined. Moreover, while conflicts exist
between Pakistan and India, Mauritius enjoys excellent
relationships with both. It is certainly a place where col-
laborative advantage can be fostered and cultural diversity
is celebrated for peaceful understanding.
9.4 United Kingdom
When ‘Quality Circles’ were introduced by Professor
Ishikawa in Japan, it was a response to Taylorist scientific
management, which was emphasised in the UK in the
1970s and early 1980s. The main aim of QCs was to
empower workers, making them partners rather than
regarding them as mere employees. It was meant to improve
the self-commitment and self-respect of those working in
organisations by engaging them in decision-making and
AI & Soc (2012) 27:337–355 349
123
problem-solving. David Hutchins, College Principal at
David Hutchins International Quality College and Director
General of WCTQEE in the UK, states that ‘there are many
Western interpretations of this, but they are mostly focused
on the creation of systems and not the human aspects’
(Hutchins 2008, p. 2).
The Taylorist scientific management approach has ele-
vated problem-solving to top management and widened the
gap between employees and employers. It has not
encouraged employee participation in problem-solving and
has undermined their contribution in the success of the
organisation. It has created hierarchies, placing some at the
top and others at the bottom, with the result that individuals
feel devalued, and lack the necessary confidence to initiate
change and come up with innovative ideas (Hutchins
2008). Employees see themselves more as followers than
transformers of social change. Their daily activities are
robotised. They apply instructions from above, and there is
little or no flexibility in their patterns of work. In a nutshell,
they cannot be catalyst of change because they have not
been empowered to think, rationalise and act against a
culture of domination. In educational institutions, students
have been treated as passive recipients and the teachers as
the authoritative figure who owns all knowledge. They
have not been considered as having the ability to self-
engage in their own learning. The participatory approach to
learning has not been encouraged, and hence has not been
reflected in the workplace. However, with more emphasis
now on the development of a ‘knowledge-based economy’
and development of necessary skills for ‘lifelong learning’,
students are being urged to take co-ownership of their
learning.
The teacher here is seen as a guide, a person who
accompanies the learning process, rather than an
authority imposing codified knowledge that the lear-
ner must simply assimilate or absorb (UNESCO
2005, p. 82).
Students and teachers are regarded as partners in the
educational enterprise. However, very often, teachers are
overloaded with the curriculum. In the UK, they are
accountable to heads of schools, parents, the community
and Office for Standards in Education, Children’s Services
and Skills (OFSTED) and may be reluctant to adopt new
methodologies unless they feel they are supported in some
way or the other. During my research as a UNESCO Fel-
low, I had the opportunity to observe, listen and participate
in group activities with teachers from nursery to primary
and higher school who were attending lectures at Kingston
University School of Education. They were teachers
working in both private and public school, urban and rural
areas. It was an enriching experience, which enabled me to
have an overview of ‘best practices’ and problems in
various schools. In some schools where a top-down man-
agement approach is adopted, teachers find it difficult to
initiate innovative practices and group-based activities.
Teaching is much of the lecture type, with less team work.
There are schools where the teachers are encouraged to
develop a participatory approach to learning, and benefit
from the support of the head of the school and parents.
Many teachers mentioned that their classes are becoming
more diverse, with students from different cultural and
social backgrounds joining the schools. Similarly, there are
communication problems, due to the fact that students may
belong to refugees’ families and immigrants whose spoken
language is not English. Others have to deal with students
with challenging behaviour, and many schools have stu-
dents’ support systems to cope with this kind of difficulty.
External support is also sought from social and community
workers and specialist teachers. Though much is being
done to combat exclusion in education and poverty,
teachers observe that eventual links need to be developed
with the outside community for sustainable action. Links
with corporate are sought, but it is not easy.
The global economic crisis has not spared UK, and
countries in the European Union like Greece, Ireland and
France. The rise in tuition fees in UK at Higher Education
Institutions (HEIs) has led to students’ protest, which has
degenerated into violence. This is not a promising picture
for Britain’s education and economy. With the rise in tui-
tion fees, students will be expecting better quality and
higher standards from universities. They will ask for more
support services. This, however, may not happen.
The abolition of the Educational Maintenance Allow-
ance will mean that the poorest and most disadvantaged
students will have to struggle to get the requisite qualifi-
cations to enable them to find employment and secure a
living. With downsizing policies and major cuts being
introduced in different departments, this will not happen so
easily. In this sense, future months will be crucial for the
restructuring of the educational system at higher education.
Universities will have to bear the load and find alternative
ways in the meantime to provide students with learning
opportunities to face the challenges and uncertain future.
For example, with the government cutting the funds for
teaching in the Arts, Social Sciences and Humanities, the
coming years will be extremely difficult. What are the
alternatives then for the future of higher education?
The future of many young people seems indeed gloomy.
Fear, resentment, anger and stress are feelings that are
likely to be perpetuated, not only among the young but
among the older generation who are not spared by the cuts.
The last few months following the request for a rise in
tuition fees have given us an indication that students want
to be heard. They want their ideas to be taken in consid-
eration. However, in the process of making public their
350 AI & Soc (2012) 27:337–355
123
discontentment, they have not been able to prevent violent
outbursts happening in the UK. The Royal family car has
been attacked, window panes have been damaged and
people were injured. If some are conscious that this prob-
lem cannot be solved through violence, others are now
learning from their mistakes. Those who have been
accustomed to a culture of violence will take more time to
digest the bitter experience.
9.5 UNESCO fellowship in peace education
at Kingston University
My UNESCO fellowship in Peaceful Conflict Resolution at
Kingston University coincides with the end of the ‘Decade
for a Culture of Peace and Non-violence for the children of
the World’ as proclaimed by United Nations (2000–2010).
Violence affects underdeveloped, developing and devel-
oped countries, and UK is not safeguarded from it. It has to
deal with increasing threats from terrorists. The students’
protests in UK show us how it is difficult to maintain a
culture of peace and non-violence. But how can we
empower young people and students at higher education to
adopt a peaceful approach to problem-solving? Can we do
so through conventional modes of teaching, where students
are treated as passive recipients? What can be the pre-
ventive measures to mitigate the continuation of a culture
of violence and enable students to work in a peaceful
manner for social transformation? Economic and financial
problems may give rise to social unrest. Unemployment is
likely to increase for young people. Future protests and
civil disorder may continue. What are the possibilities in
empowering students to work together and develop a col-
laborative culture to face the unknown future?
Instances of group-based activities for shared learning
and problem-solving are available at Kingston University,
but they are not without difficulties. For instance, the
‘Student Support Services’ ensure that students’ expecta-
tions and satisfaction are met. Surveys are conducted with
first year and second year students, grievances are taken
into consideration and compensation is made in cases
where satisfaction and expectations have not been attained
in genuine cases. The ‘Students’ Union’ is also active in
ensuring the welfare and rights of the students. Neverthe-
less, Chris Ford from ‘Student Support Services’ feels that
collaborative action is needed to strengthen the students’
voice. He also notes that there are existing difficulties in
linking students from different departments and faculties.
According to him, ‘there exists no close collaboration
between faculties. Each work in their separate ways and
each campus have its own unique community’. He remarks
during the interview that only the ‘Kingston University
Bus’ manages to make the links between the different
campuses. ‘Otherwise there is no platform where students
can voice their concerns collectively’.
As a UNESCO Fellow at Kingston University, I atten-
ded lectures in ‘School leadership and Management,
Inclusive Education, Research Skills, International Conflict
and International Human Resource Management’. This
enabled me to be in different campuses, interact with lec-
turers and students from different departments, and at the
same time benefit from the shared learning experience. For
instance, I attended various sessions of the Peer Assisted
Learning (PAL) programme, observed and discussed the
approach with PAL mentors. The Peer Assisted Learning
(PAL) programme creates opportunities for students to be
more self-engaged in their studies. It is seen that learning
with peers can enhance learning in the zone of proximal
development (ZPD). The PAL mentors who are considered
experts in their respective subject area get the opportunity
to help other students and develop in this sense greater
confidence in their abilities. During an interview, Gohen
Caseechetty, graduate student in Human Resource Man-
agement and PAL mentor, says:
Despite being a 3rd year student, PAL sessions have
helped me a lot in sharpening my communication
skills, and also in building a mindset of teamwork
among other PAL mentors in the session.
However, Gohen Caseechetty adds that the PAL men-
tors do sometimes feel discouraged when other students do
not turn up for the sessions:
The usual problems that we face as PAL mentors is
that sometimes we feel that we have been let down
especially when we turn up to the sessions and then
no one comes to ask for our advice. This does impact
on our determination and motivation in carrying out
such tasks.
There are occasions when the sessions are crowded with
students waiting to be helped with their assignments and
CV’s writing. Thus, the PAL attendees seize this oppor-
tunity to interact with their peers and benefit from the
advice and the shared learning experience. They tend,
however, to develop a strategic approach to learning, where
the focus may be more on succeeding in assignments and
exams.
Another PAL mentor Melissa de Oliveira from the
Business School states that ‘most students do not fully
understand the benefits the scheme can bring them’. This
may sometimes explain the low attendance. However, the
PAL session has enabled her to interact with other students
and read other people’s research and opinions about a
subject that she has previously worked upon. It was also
an opportunity to interact with other PAL’s members,
AI & Soc (2012) 27:337–355 351
123
exchange experiences and get to know class colleagues that
she would not have known otherwise.
Due to the size of the classes and the way lectures and
tutorials are structured it is impossible to interact with
the majority of students. This is the reason why I
never had any expectation of forming extensive net-
works while at the university. Apart from that, some
ethnicities tend to form exclusive groups as it is the
case of Asians, Africans and Arabs. However, in this
particular case, I believe this is more to do with
emotional support and culture identification rather
than indifference towards other people.
My interaction with students has revealed that many
want to be more involved in activities at Kingston Uni-
versity, but they are not sufficiently aware of what is going
on around them. They want to feel that they are part of the
system, and that their voices are heard. There are certainly
difficulties in initiating dialogue among students and
breaking down boundaries between departments. There is
reticence, on the part of some students, to interact with
others especially if they are from other departments. Is it
possible to come up with a structure that brings people
together, and breaks barriers between departments for
shared learning and peaceful conflict resolution?
9.6 Students’ Quality Circles
SQCs have been introduced at Kingston University as a
way to empower students in problem-solving. This led
students to take co-ownership of their learning, with the
teacher being seen more as a facilitator than an authority.
In the year 2009, ‘KCircle’, the name given to the SQCs’
group led by students Sophie Osterberg and Rebekah
Nahai, focused their project on teaching and learning in
Higher Education Institutions (HEIs). The group also
analysed the relationship between students and academics
at Kingston University. The students identified obstacles
that might prevent the implementation of SQCs at HEIs,
such as resistance to change, and the perception that SQCs
may be may be seen as a threat by academics (Nahai et al.
2011). It was mentioned that lack of an appropriate struc-
ture for SQCs may hamper the progress of the movement at
University level. It was then proposed that ‘Staff Quality
Circles’ be set up linking with Students’ Quality Circles to
‘brainstorm and strategise about problems.’ The following
year, ‘Staff Quality Circles’ were set up, though consisting
more of non-teaching staff. Moreover, a new group of 3rd
year undergraduate students at Kingston Business School
set up the ‘SQC Qualitas’ in the year 2010. The motto is
‘Students for Students’. I attended meetings, observing
group activities and working with the students from the day
it was constituted. Though there was initial enthusiasm on
the part of the students to engage in SQCs’ activities, the
level of motivation decreased considerably. This may be
partly due to lack of an existing structure, and availability
of materials in this area to support them in their works.
SQCs are new, and this feasibility study at Kingston Uni-
versity needs the support of both academics and non-
teaching staff. ‘SQC Qualitas’ benefited from the support
of Faculty members, but more collaborative action is
required in the future to make it sustainable. Students have
mentioned that, though in the beginning some joined the
group, motivated by the international perspective and links
with other countries, they could not continue with the
project because of time constraints. SQCs are voluntary,
and many had to find time outside lectures to organise
themselves, deal with personal commitments, manage part-
time jobs, attend meetings and participate in activities.
They were afraid that this might impact on their perfor-
mance and preferred to discontinue with the project. There
are others also who joined the SQCs’ group, because they
thought it will be an addition to their CV and help them to
secure future employment. Those very few who have
continued with the project see SQCs as an opportunity to
put into practice what they have learnt in theory through
module lectures. Professor Ennals, from Kingston Uni-
versity remarks during an interview:
Modules are about the administration of delivery of
teaching. Much learning happens in the gaps between
modules. Changing modules take time.
It was then for the students the experience of ‘learning
by doing’ in an informal setting. It enabled interaction,
dialogue, civic responsibility, collaborative learning and an
insight into workplace practices. This kind of learning link
to the workplace, has for example, been emphasised by
Dehnbostel (2002).
Decentralised learning forms such as learning bays
and quality circles have become more relevant in
businesses. They stand out in the way they link
intentional learning with learning by doing (p. 198).
During a discussion, one student noted that have they
learnt in theory about quality tools, but with SQCs they got
an opportunity to apply it in practice. They realised the
difficulty in initiating developmental projects, though they
have been studying its theoretical aspect. They see this
activity then as a way to improve their managerial and
organisational skills. One member of the group mentions
that initially they found the whole activity ambiguous and
they wasted time in discussions that did not lead to con-
crete actions. There was also in the beginning a tendency
among some members to assert their leadership role, but
they gradually learnt that working in a group, they had to
co-operate and listen to others’ point of view. They
352 AI & Soc (2012) 27:337–355
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delegated responsibilities. Some were committed to their
work, and others needed more time to cope with their new
roles and tasks. Due to unavailability of material in this
area, ‘SQC Qualitas’ has built upon the works of their
predecessors from the ‘KCircle’ to further the growth of
SQCs’ movement at Kingston University. Tangible and
intangible benefits have resulted, but it has also revealed
the difficulty of implementing SQCs at Higher Education
Institutions (HEIs). It has shown the difficulty of initiating
this kind of group-based activity, with the aim to empower
students to take co-ownership of their learning, and to
develop the ability to solve problems that they consider to
be detrimental to their own well-being and that of others.
SQCs have developed in other countries at primary and
secondary level, but in the UK, it has originated at tertiary
level. The context and implications are different. In
schools, it is seen as a way to empower students to be in
charge of their learning, and they have the possibility
through SQCs to improve their learning culture and envi-
ronment. At HEIs, students can contribute to institutional
changes and academic research linking education to busi-
ness and the society. At business schools, they can create a
corporate culture and ethos, based on collaboration, dia-
logue, understanding and empathy. At the School of Edu-
cation, they can lead development projects and provide an
alternate approach to teaching and instruction, learning and
acting for social well-being. In scientific enquiry, students
may initiate, test ideas and act on problems through an
objective way of viewing reality. SQCs can be seen as a
way to bring people together to reflect and act in a peaceful
manner for social transformation. It provides a participa-
tory approach to learning, which brings separate entities,
organisations and departments to find solutions to pressing
problems. In fact, European policies and programmes have
emphasised social partnerships and an engagement of all
stakeholders to tackle unemployment, face competitiveness
and bring social cohesion. The need to create networking
and learning regions has been recommended. However,
Nyhan (2002) states:
The learning region activities are not meant to replace
formal education and training functions but rather
complement them through promoting practical
learning activities to meet local needs (p. 34).
At Kingston University, SQCs are not compulsory.
Those who have engaged in the project have done so for
various reasons. SQCs are meant for both personal and
professional growth. There is a group of students who feel
that they can create change and bring improvements in
their environment, despite the constraints in which they
operate. Combining studies with part-time jobs and vol-
untary work is not easy. It requires effort, commitments
and self-determination on the part of individuals. It implies
managing your time, dealing with conflicts and stressful
situations and making certain sacrifices. It means accepting
losing in an attempt to achieve a greater good. This
requires a shift from the ‘I’ to ‘We’. The individual rec-
ognises the worth of the other, and the importance of
collaboration, as a means to bring improvements and ini-
tiate change in his/her local context. Everyone is treated as
an equal partner. They join hands to show their strength
and unity, revealing their solidarity and empathy. As this
empathy grows, they are able to relate more and more to
others and build a ‘community of circles’ that crosses
boundaries and promotes cohesiveness. This is why
‘Quality Circles’ at Kingston University have also focused
on an approach that promotes intergenerational learning.
9.6.1 Future possibilities at Kingston University
It may be worthwhile that in the future, activities in relation
to SQCs at Kingston University bring ‘Students’ Quality
Circles’ and ‘Staff Quality Circles’ to constitute ‘commu-
nities of circles’ for conflict resolution. This will strengthen
the SQCs’ movement at the university. Both staff and stu-
dents need to see the benefit, or they will not get involved.
Kingston University hosts the ICSQCC in 2014. It is
noted that SQCs are voluntary, and financial constraints are
not to be overlooked. Can there be a support structure for
future SQCs? Is it possible for new SQCs to work in col-
laboration with ‘Students’ Support Services’, ‘Students’
Union and ‘PAL’ to solve problems in relation to students’
learning at Kingston University? Can links between the
Faculty of Business and Law be strengthened with other
departments, for instance, the School of Education, which
co-ordinates activities in relation to UNESCO ASPnet? Are
there possibilities of establishing links with other ASPnet
members in UK, to promote the culture of peace?
10 Our experiences of SQCs: SQC qualitas
(United Kingdom)
10.1 Melissa de Oliveira
B.A. International Business, Kingston University.
10.2 Network
Most active members of ‘SQC Qualitas’, ‘Students for
Students’ have been experiencing a great deal of net-
working, nationally and internationally. Nationally, they
have been introduced to key stakeholders at Kingston
University, including with Chris Ford from the Students
Support Department. Additionally, the project enabled
them to deepen their academic relationship with Professor
AI & Soc (2012) 27:337–355 353
123
Richard Ennals and to pursue links with local primary
schools. Internationally, Qualitas has engaged in network
with other SQCs’ groups and professors from Nepal, Italy,
Turkey, Brazil and Mauritius. The network has enabled us
to exchange learning material, and provided us feedback
from our activities and experiences.
10.3 Issues
At least three issues have jeopardised the continuance of
work or diminished the potential of the outcome:
• Short time to create effective links between students.
Contrary to students forming SQCs’ groups in the
primary and secondary schools, which spend an aver-
age of 2 h a week in the same environment or in
communal activities, university students forming SQCs
have found it very difficult to set a specific time in their
agendas for SQCs work. Especially in the final year, the
amount of time spent in the same activities or classes is
very short. Due to different subject choices, academic
work and outside-university obligations (work, family,
postgraduate studies/placements), it has been really
difficult to organise meetings, deepen links and keep
the flow of work on a linear level and fairly divided
among all members.
• The levels of motivation plummeted as work increased.
As expected, there was a massive participation at the
first stage of the project (brainstorming). However, as
duties were assigned, the presence at the meetings
dropped. Additionally, many participants were not able
to follow deadlines.
• Research was delayed due to lack of focus from
participants. The brainstorm stage was more extensive
than it should be, and at every meeting, new issues were
raised and there was no consensus among the group,
which was essential to narrow the issues to be resolved.
10.4 Opportunities
It became apparent through the visits to primary and sec-
ondary schools and emails exchanged that ‘SQC Qualitas’
could become SQCs’ Ambassadors. ‘SQC Qualitas’ could
work with social marketing and therefore spread the system
to other academic environments. Considering that all
members of the group have a background study in business
management, they could develop seminars on how to help
schools in need of sponsorship for their projects to prepare
business plans and search for opportunities of sponsoring.
This would benefit schools such as St Louis Catholic Pri-
mary School, which has demonstrated interest in
approaching the private sector to fund part of its running
costs but lacks expertise on how to do it.
10.5 Anthony Omar
B.A. International Business, Kingston University.
The initial creation of Qualitas saw a huge group of us
come together for our first meeting of Students’ Quality
Circles. Although, it was by no means a new initiative, it
was appealing. The idea of a group of students meeting to
collaboratively work together for a positive cause, all
through a voluntary basis, was one that was encouraging
and seemed rewarding, while also perhaps a bit vague.
Group members would often come to meetings with seri-
ous, proactive and enthusiastic ideas, but it was outside the
restrictions of the meetings where we failed to make these
ideas count. When we put one of our ideas into practice, it
became one of the most rewarding aspects of ‘SQC
Qualitas’. The POD session in the LRC, which was aimed
to gather student views on their university experience and
trial a pilot interactive discussion board, gathered so much
attention and so much interest. The topic chosen for the
discussion board was extremely relevant, and I was per-
sonally taken aback by the level of response and passion
shown by some of the students. It would have been inter-
esting to see how much more interaction we could have
created if we had performed this activity more frequently.
Another rewarding aspect from ‘SQC Qualitas’ was the
amount of support we got, not only from Kingston Uni-
versity faculty, but the various international partners that
showed us such high levels of encouragement. It gave the
impression that ‘SQC Qualitas’ had only just tapped
slightly into the world of SQCs and that other countries
were willing to share their experiences and help us with
ours. To be able to create connections with people in
Turkey, Nepal, Brazil, Italy and Mauritius in such a short
span of time was definitely one of the most positive things I
have experienced so far during ‘SQC Qualitas.’
I am so pleased that I chose to take part in ‘SQC
Qualitas’ and now understand the influence that SQCs can
have especially in education; it seems a strong, effective
weapon against the present economic cuts and govern-
mental spending on education. The involvement of people
from all different levels seems essential in making signif-
icant and beneficial changes. Through more collaboration,
we can move close to finding a solution that satisfies
everyone involved.
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