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Help build Capabilities that enhance Quality of Life

We at Arushi believe that learning is as natural as breathing for all of us. We learn consciously, sub-consciously and unconsciously all the time. We learn by observing, thinking, doing and reflecting. Learning by sharing through dialogue is often observed to be more effective. We learn better when in a group – conversations matter. Similarly, learning through experience is seen to be more effective than any form of passive learning. Consequently, we see faculty- or facilitator-supported action-learning to be the core of our effort at helping individuals and groups learn. While the debate about effectiveness of formal learning arrangement is as old as the process of formal education itself, we see an increasing need to find ways to enhance effectiveness of formal education and training at present. As the complexity at work-place is going up, changes in technology and social preferences are becoming more frequent and discontinuous and the family expenditure on education (over and above the public spend) as proportion of family (or society’s) earnings is increasing, the need for managing effectiveness of this investment becomes even more acute and urgent. We see ourselves working towards, in partnership with individuals and organisations, enhancing the effectiveness of education from social as well as economic perspective. In the social context, we expect formal education and learning through experience help individuals and families make better personal choices. In the economic sense, we expect individuals become more capable employees and entrepreneurs. We would also work with children and adults who need special care, education and training to deal with situations at different stages of their life. We would invest, in partnership with individuals and organisations, to help enhance the quality of life for these under-provided communities and individuals. In short, our purpose is to help build capabilities that improve quality of life through education and training at different stages of our life.

Approach to Learning
  • Pre-Programme Readings
  • Faculty- or Facilitator-led Conversations
  • Individual and Group Exercises
  • Field or Simulated Case Studies
  • Problem-Solving Group Discussions
  • Multi-Stage Simulations
  • Action-Learning Projects
  • A. School Education
  • Teaching the Teacher
  • Measuring and Managing Learning Effectiveness
  • Integrating Skill Development with existing Curriculum
  • A. Higher Education
  • Faculty Development
  • Building Critical Thinking Capability
  • Curriculum Redesign and Development
  • Integrating Skill Development with existing Curriculum
  • Supplementary Market-relevant Skill Development
  • A. Individuals and Families
  • Personal Health: Girl Child and Woman
  • Family Health and Nutrition: Spouses
  • Financial Planning: Consumption, Savings and Investment Choices

  • A. Post-Experience Education

    a. Core Capability

  • Reflective Thinking and Reflective Practice for Leaders
  • Building and Leveraging Critical Thinking Capability for Managerial Choices
  • Leadership Lessons through Community Engagement: Action Learning Programme

  • b. Leadership Development

  • Building Low-Risk, Sustainable Growth Business: A Simulation-based Programme
  • Economics of Business: Choice of Growth Strategy
  • Finance for Organisation and Functional Leaders

  • c. Management Development

  • Business Analytics: Guiding Resource Allocation Choices
  • Finance for Functional Managers

  • d. Public Policy Management

  • Enhancing Resource Allocation through Public Policy Choices
  • Economic and Financial Risk Management in Government Sector