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: priyabaligadoo@gmail.com

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

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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

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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

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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

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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

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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

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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

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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,

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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

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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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