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OMID School for Girls

OMID School for Girls. OMID means Hope. Elise Blas Alison Farnham Teresa Harper Lyneen Watkins Doucet. Environment. 0-14 years: 44.6% - 15-64 years: 53% - 65 years and over: 2.4% Median Age 17.6 (male and female). Social, Cultural, Physical, and Political Sectors – Intersect

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OMID School for Girls

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  1. OMID School for Girls OMID means Hope Elise Blas Alison Farnham Teresa Harper Lyneen Watkins Doucet

  2. Environment • 0-14 years: 44.6% • - 15-64 years: 53% • - 65 years and over: 2.4% • Median Age 17.6 (male and female) Social, Cultural, Physical, and Political Sectors – Intersect Afghanistan Population: 31,889,923 Average Life Expectancy: 43.7 years Approximately 1 out of 5 Afghan children are school-aged (7-12) CIA, The World Factbook

  3. Environment During the Taliban rule, girls were not allowed to attend school. In 2006, it was estimated that 79% of Afghan women were never taught how to read or write (Newsweek). 18% of Afghan girls (15-24) are literate (UNGEI). Only 30% of 12-year-old girls reach the 5th grade (UNGEI).

  4. Environment As of June 2007, only 35-40% of Afghan girls attend school (Unicef, Education Week). ½ of new schools that have started do not have any buildings (Education Week). Violence/security issues, religious beliefs, access, low status, local traditions, lack of trained female teachers, familial responsibility, poverty, and early marriage also prevent females from attending school (UNGEI).

  5. Influence of Years of War At least 10 million land mines still exist. Many roads have been destroyed. Walking, buses, and animals are primary means of transportation. Afghanistan relies heavily on foreign aid, agriculture. Many issues with clean water, electricity, medical care. Taliban still an issue. Concerns about police, security, opium.

  6. OMID School for Girls Mission Statement: Education is the key to a community’s development, peace, and stability. The OMID School for Girls of Kabul, Afghanistan will educate its students to think, interact with the world, display leadership, choose from a variety of career choices, and make educated decisions about their lives.

  7. OMID School for Girls : Goals To provide girls with career choices. To provide educational building blocks, and the skills for a post-secondary education and/or careers in the community. To provide opportunities for leadership roles in Kabul's community. To educate girls about their health and safety. To provide a safe haven for girls. To provide an education in reading, writing, math and critical thinking skills.

  8. OMID School for Girls: Goals To provide girls with a greater appreciation of their own potentials and rights as well as expanded employment opportunities. To promote democratization and stability in the community of Kabul. To teach communication skills so that the girls will communicate effectively both verbally and in writing. To support the girls' physiological and emotional well-being and growth.

  9. Physical Structure Layout: school structure is a complete circle with courtyard for outside access Security issues: -armed guards -land mine search/removal is performed weekly by outside security guards -bulletproof windows on first floor only -cameras located on outside wall, courtyard, and hallways Facilities: -water (school has its own well) -electricity (school has a generator and backup) -heating for the cold winters; no air conditioning

  10. Physical Structure Artifacts (school emblem) located in the library Symbolic Conditioning-- Mosque: access from inside of school only, helps illustrate that traditional customs are recognized and promoted. Symbolism: well lighted hallways, open, equal access, sense of safety when in courtyard Modest on the outside (not too showy to attract Taliban)

  11. OMID School for Girls Very simple design: as not to cause undue attention to girls school Cameras installed for added security

  12. OMID School for Girls(overhead view)

  13. Courtyard (for outside access) Classrooms on 2nd floor OMID School for Girls(overhead view) Mosque Dorms on 1st floor Basement (bomb shelter)

  14. OMID School for Girls(overhead courtyard view)

  15. OMID School for Girls(overhead courtyard view) Windows were installed in dorm rooms only Bulletproof windows

  16. OMID School for GirlsDorm Rooms

  17. OMID School for GirlsBathrooms & Laundry

  18. Organizational Technology • Physical Objects: Running, Clean Water Classrooms, Library, Mosque, Dorm Rooms School Materials (e.g., books, writing utensils, computers) Kitchen, Bathroom, Dorm and Laundry Facilities and Supplies Safety Materials Teachers, staff members, community members, $$$ • Activities and Processes: Training, reading, studying, lecture, lesson planning, discussion, processing, demonstration, evaluation, recreation, mentoring, and creative tasks. • Knowledge: Of academic subjects, concepts, instruction, and theories, as well as religious components, health and psychosocial issues, and culture .

  19. OMID School for GirlsOrganizational Chart • PDF • The school houses 50 girls, aged 8-16 • All employees, teachers, and staff are females • All security guards (armed) working inside the building are female, outside guards are male • The superintendent, religious leader, and instructor are males • Girls are taught: Pashto and Dari languages, English, mathematics, calligraphy, history, geography, Qur’an, career planning, and other religious topics

  20. Social Structure Similar to Karen Lee Ashcraft’s Feminist Bureaucracy, “Tasks will be formal and informal, specialized and general, and hierarchy and centralization will exist but be constantly be challenged by egalitarian and decentralized practices*” Decentralized: Decisions occur at all levels. Standardization: Have policies in place. However, use of individual judgment is encouraged. Specialization: Everyone collaborates equally and helps when needed. *Hatch, M.J. & Cunliffe, A. (2006). Organization Theory: Modern, Symbolic, and Postmodern Perspectives. Oxford: Oxford University Press. (p.133).

  21. Organizational Culture Objects: Signage inside school, including posters that emphasize that girls are important, smart, and talented Teachers, staff, and students choose their own clothing but tend to wear clothes that are respectful of their culture and family traditions Many children wear a tawiz (amulet) to help protect them from evil (Culture Grams) Activities and Symbols: Respectful of Islamic traditions (prayer, Ramadan) Afghan flag, school emblem on some class materials

  22. Scenario #1 • Explain the differences between Sunnis and Shiites’ thoughts on educating girls. • Bomber climbs over the court yard wall while the girls are in class. The principal is meeting with some religious figures to assure them the school is not immoral and in fact teaches morality. Security that day consists of three local volunteers. Two of them are joking around on one side of the courtyard, the other sees the bomber too late to keep him completely away from the school. The bomb goes off near the building, killing the bomber, the security guard, and three girls inside, injures five from flying debris.

  23. Scenario #1 • Explain the differences between Sunnis and Shiites’ thoughts on educating girls. • Use: Institutional Theory (Societal View of the organization is important, concern with how the organization behaves, social legitimacy) • Enactment Theory: Changed the culture, creating the reality desired, needs assessment and meet those needs.

  24. Scenario #2 • In the fifth year of the school, 25% of our girls have dropped out to go to work to support their families.

  25. Schein’s Theory of Organizational Culture • Assumptions are reality for members of the culture • Values are what the members of a culture care about. Norms are expressions of values. • Artifacts are expressions of the culture that maintain the values and norms such as traditions.

  26. The General Environment:External Social/Cultural Sectors • “UNICEF estimates that up to 30% of primary school age children in Afghanistan are working and often the sole source of income for their families.” (Policy Innovations)

  27. The General Environment:Legal Sector • Afghan law mandates that workers must be at least 15 years old and that education is mandatory up to the ninth grade (Policy Innovations) • Unfortunately, these laws are not enforced.

  28. The General Environment:Political/Economic Sectors • There has been constant conflict in Afghanistan since the soviet invasion in 1979. • “21% (of children) are employed in shops, 13% as street venders. Others work in shinning shoes, farming, collecting firewood, paper, and scrap metal.” (Policy Innovations) • The per capita GDP of Afghanistan in 2007 is only $200 (Policy Innovations)

  29. Possible Solutions • Allow girls to work after school or take night classes. • Offer fully paid scholarships to go to college. • Collaborate with other groups such as UNICEF for ideas and support.

  30. Final Solution: Weber’s Routinization of Charisma • A group of career-oriented Afghan women will serve as charismatic leaders and become role models for the girls. • The girls will learn they can have careers while still fulfilling their family obligations and the importance of education. • The teachers will also play a daily role in the encouragement of their students (systematization). • Each girl has a different situation and will act accordingly by altering these ideas to suit their everyday lives (accommodation).

  31. References Cunliffe, A., & Hatch, M. (2006). Organization Theory (2nd ed.). Washington, DC: Oxford University Press Policy Innovations. (2007, June 20). Child Labor in Afghanistan. Retrieved September 15, 2007, from http://www.policyinnovations.org/ideas/briefings/data/afghan_child_labor

  32. References • (2007). Unicef, Retrieved September 15, 2007, from • http://www.unicef.org/infobycountry/afghanistan_afghanistan_latest.html (2007). United Nations Girls’ Education Initiative, Retrieved September 02, 2007, from http://www.ungei.org/infobycountry/afghanistan.html

  33. References (2007). Afghanistan, Retrieved September 04, 2007 from http://online.culturegrams.com/ (2007, September 6). Central Intelligence Agency. The World Factbook Afghanistan, Retrieved September 04, 2007, from https://www.cia.gov/library/publications/the-world-factbook/geos/af.html Hatch, M. & Cunliffe, A. (2006). Organization Theory (2nd ed.). Washington, DC: Oxford University Press. Honawar, V. (2007, June 20). Targeted for Violence, Schools Still Making Strides in Afghanistan. Education Week, 26 (42), 17-17. Retrieved September 15, 2007, from Academic Search Premier database. Moreau, R., & Yousafzai, S. (2006, June 26). A War on Schoolgirls. Newsweek, 147 (26), 34-35. Retrieved September 15, 2007, from Academic Search Premier database. Policy Innovations. (2007, June 20). Child Labor in Afghanistan. Retrieved September 15, 2007, from http://www.policyinnovations.org/ideas/briefings/data/afghan_child_labor (2007). Unicef, Retrieved September 15, 2007, from http://www.unicef.org/infobycountry/afghanistan_afghanistan_latest.html (2007). United Nations Girls’ Education Initiative, Retrieved September 02, 2007, from http://www.ungei.org/infobycountry/afghanistan.html

  34. Image References MacIsaac, Mary Kate. (2006). Beautiful Face. Retrieved September 18, 2007, from http://www.athaia.org/afghanistan/index-fr.html. Millennium Relief and Development Services. (2006). Big Group. Retrieved September 18, 2007, from http://www.mrds.org/toc.htm. Morenatti, Emilio. (2004). Local Girls. Winds of Change.net. Retrieved September 18, 2007, from http://watch.windsofchange.net/afghan_election.htm. World Vision Inc. (2007). Girls at Desk. Retrieved September 18, 2007, from http://www.worldvision.org/donate.nsf/child/tawv_afghanistan_05192006.

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