美国夢沃学校(上海)11天“印度之旅”领导力项目二
India Collaborative Leadership Program (二)
Collaborative Leadership Programs
Most of our schools begin with a 10-21 day program where faculty and students visit a rural partner school in Africa Asia Latin America or the U.S. Our hope is that this initial program begins a long-term sister-school relationship that over time becomes integrated into the learning environment of both schools.
合作型主导性的项目：
平时参加我们的项目的学校先参加一个10-21天的项目：参加项目的老师和学生去一个农村的学校(在非洲，亚洲，拉丁美洲，或美国的农村学校)。我们希望这最初的项目可以让参加项目的学校和农村的学校开始一个长期的关系，从而把这个关系和谐地统一在他们的教育环境下。
Our Collaborative Leadership Programs are designed to be challenging learning experiences that involve the following learning ives adapted with permission from Asia Society’s work on Global Competencies:
这些合作型主导性的项目的目的就是给学生和老师们挑战的学习的机会和经历。下面有具体的学习的目的：
?Investigate the World:
Before the program students form and participate in “Affinity Teams” focused on global issues such as climate change poverty and education. During the program students and faculty from both cultures work on a school-focused Community Project participate in Collaborative Learning Sessions and spend time together in the community. When appropriate traveling students stay with host families.
探究世界：项目开始之前，在小组(叫“Affinity Teams”)参加关于全球的问题的活动和讨论(例如，关于全球气候改变，贫穷和教育的问题)。在参加项目中，从国外和本地的 学生和老师都一起专注帮农村的学校的社区的计划， 一起参加合作型学习的活动，还有在社区一起休息聊一聊天。如果有适合的情况，外来的学生会跟住家住在一起。
?Recognize Perspectives:
Our leadership approach emphasizes self-awareness and the study of local leaders. We believe our community leaders are powerful case studies in global leadership. Students work to understand the perspectives of these leaders and learn to tell their own “leadership stories.”
了解不同的看法：
我们的主导性的教学方式强调自我意识和向本地领导学习。我们相信我们社区的领导本身在全球领导力上就是成功的事例。学生们学会去理解这些领导的观点，也会了解他们是如何成为领导的。
?Take Action:
During the program students will work on a Community Project to build school infrastructure such as a classroom dining hall or playing field. Students will learn how to take meaningful and responsible action in response to a local need or issue. WLS alumni have a history of continuing this “call to action” in their future academic and professional work.
执行力：
在参加项目的过程中，学生们将会为社区建造校园设施，比如教室，食堂，篮球场。学生们将学习如何采取有效和负责的行动，去回应社区当地的需求，以及解决他们面临的问题。世界领导力学院的校友在日后的学术和专业工作中，都能把这种“执行力”付诸实践。
?Communicate Ideas:
At the end of the program students will craft and share a leadership story. The leadership story is a chance for students to reflect upon who they are what they have learned and what lies ahead.
?沟通想法：项目即将结束时，学生们将会创作和分享一个关于领导力的故事。这个故事将给学生提供一次机会，去呈现他们是谁，了解他们学到了什么，未来有什么等待他们去完成。
Our Approach to Leadership Development
我们提升领导力的方法
At World Leadership School we believe there isn’t just one way to be a leader. Great leaders have a wide variety of styles approaches and personalities but they do share a few things in common:
在世界领导力学院，我们相信成为一个领导的方法不止一种。伟大的领导有着多样化的风格，方法和个性，但是他们也呈现出一些共同点：
1、Leaders lead from their strengths and compensate for their weaknesses; 懂得扬长避短。
2、Leaders are active listeners who know that multiple perspectives lead to better solutions; 懂得倾听，因为他们知道多元化的视角意味着更好的解决问题的方式。
3、Leaders have a compelling leadership story that they embody with their words and actions every day. 他们拥有一个属于自己的领导力故事，以此激励他们言行一致。
Our leadership program begins with helping students develop self-awareness. Through an assessment d on the Myers-Briggs Type Indicator (MBTI) we help students understand their unique “temperament” or personality style. Through understanding their own strengths and weaknesses students build self-awareness and begin to develop a sense of themselves as leaders.
我们的领导力项目最初是帮助学生提高他们的自我认识。通过Myers-Briggs Type Indicator (MBTI)测试，我们会帮助学生明白他们自身的行为方式或个人特质。通过了解自身的长处和短处，学生会建立起正确的自我认识，然后开始逐步提高他们作为一个领导的自我认识。
Next we focus on the study of local community leaders. These individuals serve as inspiring examples of how to overcome obstacles and unite people around a common need or issue. By analyzing the leadership styles of local leaders students learn that leaders operate from a variety of styles and temperaments. This realization is affirming for students who think leadership is mainly about being popular or having a lot of social connections.
接下来，我们将会专注在当地社区领导的研究上。他们在某些方面都是很激励人的例子，比如在面临需求或问题时，如何克服困难和团结人们。通过分析当地领导的领导风格，学生们将会了解到正是多样化的风格和个性特质造就了这些领导。事实上，这也会修正学生们之前形成的“领导力就是受欢迎的能力”、“领导力就是社交能力”等等错误认识。
The culmination of our Learning Sessions is the Leadership Story where students articulate a story about who they are and where they are going. After immersing themselves in a rural community working together with host community students and taking a break from technology students are in a unique position to ask: Who am I? What have I learned? What will I do in the future?
这个项目的高潮是“故事环节”，——学生们创造一个关于“他们是谁”和“他们走向哪里”的故事。通过接受乡村的浸润，与主办方的学生们一起学习，短暂地与科技告别，学生们处在这个特别的位置上，会被不断问起：我是谁?我学到了什么?我将来会做什么?
We aspire to help students find passion and purpose in their lives. We believe that students who explore a passion and purpose outside of themselves from an early age will learn and work in more productive and powerful ways in college and in their careers. As our study of WLS alumni demonstrates our programs “empower young leaders to find innovative solutions to the world’s pressing problems.”
我们竭力帮助学生们找到他们生命的激情和目标。我们相信，那些年少时就能跳出自己的生活圈，去探索激情和目标的学生，能够在他们后来的大学和工作当中，变得更加具有创造性、有影响力。正如我们对世界领导力学院校友的调查显示，我们的项目“授权年轻的领导者们去找到应对世界紧迫问题的创新型途径。”
India 印度
India’s diversity is immense: over 1 billion people 18 main languages 844 dialects and six main religions. India’s rise as a global super power is no longer in doubt. But important questions remain as to how India’s legacy of caste its multicultural mix and a crushing burden of poverty will impact India’s economic future.
印度十分多元化：超过10亿的人口，18种主要语言，844种方言和6个主要地区。印度迅速崛起为一个超级大国已经毫无疑问。但是，诸如如何保护印度的文化遗产、多种文化的融合以及超负荷的贫困等问题将会影响印度未来经济的发展。
India is an ancient country with over 4000 years of legend and history. It is located in Southern Asia bordering the Arabian Sea and the Bay of Bengal between Burma and Pakistan. Its terrain is marked by plains in the south rolling plains along the Ganges arid deserts in the West and the majestic Himalayan Mountains in the North. Eighty percent of the country is Hindu but India is also the birthplace of Buddhism and contains a growing Muslim population.
印度是一个拥有4000多年悠久历史的古老国家。它位于南亚地区，以阿拉伯海和孟加拉湾为边境，在缅甸和巴基斯坦的中间。它的地形是南边为平原，恒源地区延绵着起伏的平原，西部是干旱的沙漠，北部是蔚为壮观的喜马拉雅山脉。80%的人口信仰印度教，但是印度也是佛教的发源地，穆斯林的数量也在不断增长。
India has capitalized on its large numbers of well-educated people skilled in the English language to become a major exporter of software and other outsourcing services. It is fast developing into an open-market economy and has been growing at a rate of seven percent (7%) per year since 1997. It is second only to the US in the number of cell phones in use by its residents.
印度利用其大量受过良好教育、英语流利的人民，使其成为微软和其他外包服务的主要出口商。印度迅速发展成一个经济方面对外开放的国家，从1997年起，其经济每年以7%的速度增长。使用手机的公民数量世界排名第二，仅次于美国。
Global Issue Background Despite its dazzling economic growth India is still a desperately poor country by most measures. The average person still earns less than $2 a day. Almost a quarter of India’s population lives in extreme poverty according to the World Bank. As a result of this poverty about half of India’s school children are malnourished – even higher then sub-Saharan Africa.
全球问题背景尽管印度的经济飞速增长，但它依然是一个非常贫穷的国家。每人一天赚的钱少于2美元。据世界银行调查，印度有四分之一的人处于极度贫困。贫穷致使一半的印度学生营养不良——数据甚至高于撒哈拉以南非洲。
India’s education system is also in critical shape. Children of the small elite in India receive excellent education in British-style private schools but there is little or no education at all for people at the of the pyramid particularly women. Only about half of the female population is literate by the age of 15. According to a 2001 Census female students receive an average 9 years of education while boys attend school for about 11 years— and only 15% of students will ever reach high school.
印度的教育体系也是饱受争议。一小部分的精英家庭的孩子接受了高端的英式私立学校的教育，但是一部分在金字塔底层的人，尤其是女人，只接受了极少的教育，甚至一点教育都没有接受。15岁的女性中只有一半的人接受过教育。根据2001年的人口普查，在印度，女性平均接受9年的义务教育，男性平均接受11 年的教育——只有15%的人最终会接受大学教育。
State-run schools in India’s rural areas are in critical shape. Both the primary and secondary schools are overcrowded and under-funded. According to a recent survey by the World Economic Forum India’s elementary schools are among the worst in the world. Even when children are in school they are not receiving much of an education.
印度农村的公立学校也备受争议。小学和初中人数太过庞大但教育资金不足。根据世界经济论坛近年的研究，印度的小学教育是世界最差的之一。即使学生在学校中，他们接受的教育也十分有限。
How India uses its economic growth to solve the twin issues of poverty and sub-standard education is a major question not only for India but for the world.
如何利用印度不断增长的经济来解决贫穷和教育贫瘠问题不仅是印度的的主要问题，也是一个世界问题。
Basic Itinerary Lodging and Food
基本行程，住宿和食物
We will spend our first few days in India in Mumbai India’s commercial capital and one of the most diverse and fast-growing cities in the world. We will go through orientation explore the city and volunteer at a school inside of Dharavi Slum where the movie Slumdog Millionaire was filmed.
我们最开始几天会呆在印度孟买——印度的商业中心，也是全球最多元化发展最快的城市之一。我们会先熟悉一下环境，参观一下城市，并去一个在达哈维贫民窟的学校做志愿活动。达哈维贫民窟是电影《贫民窟的百万富翁》拍摄地。
After two full days in Mumbai we will take a boat ferry to a community outside of Mumbai where we will begin our community immersion. In the mornings we work on the primary Community Project which will be designed in consultation with the needs and desires of the local community. After lunch we will have time to pursue specific interests such as cultural activities and playing sports or to explore and deepen personal bonds with community members. On many evenings the group will reconvene for Learning Sessions designed to promote the understanding of global issues leadership and local culture. On the final day in the community we will have a community celebration to celebrate the Community Project. The next day we will return to Mumbai for the flight home.
在孟买的两天之行结束之后，我们会坐船去孟买的郊区，在那里我们会开始社区服务工作。每天早晨，我们会做一些主要的社区服务项目，这些具体内容会根据当地社区的需求来决定。午饭之后，我们会有时间最完美自己想做的事，比如：探访当地文化及运动，或者加强自己跟当地人的个人联系。晚上大家会聚到一起学习讨论从而提高自己对全球问题、领导力和当地文化的认识。最后一天我们会有一个庆祝会庆祝我们社区项目的结束。然后我们会回到孟买乘飞机回家。
Daily Itinerary – Subject to Change
每日行程(可能会改变)
Other cultures function differently than the United States especially when it comes to schedules and timelines. Despite our best attempts to plan thoroughly unanticipated circumstances and last-minute changes to the itinerary will happen. Community Projects which are determined according to the needs and desires of the host community can change at the last minute. Students often say that learning to be flexible and accepting different (and often challenging) cultural practices is one of the most valuable things they take from a World Leadership School program. Please be flexible and remember that adapting to change is a critical skill for future leaders working in global settings!
除了文化不同之外，在制作行程和时间表时，印度和美国也有很大的区别。尽管我们想计划周全，但是可能会发生意想不到的情况或最后一刻改变行程。社区项目，很大程度上取决于当地社区的需求，可能会在最后一刻改变。学生经常说在世界领导力学院的项目中学到的最有价值的事情之一就是学会灵活处事并且接受不同的(有时是非常有挑战的)文化。所以，请学会灵活处事，并且记住：适应变化是未来领导们一项关键的技能。
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