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AbstractWater management has become quite complex due to population pressure, climate change, and urbanization. Future young water professionals (YWPs) need to be capable of working with real‐world situations, and they need to be suitably trained so that they can effectively communicate with decision‐makers and enable innovative ideas to be adopted in policy development and actions on the ground. To get the ideas converted into actions, we need not only YWPs who are well‐trained in water science and engineering but also in social, economic, governance, policy, and other related aspects. This special issue is devoted to the India YWP training program, led by Western Sydney University and the Australia India Water Centre (AIWC), aimed at developing a cohort of skilled YWPs and nurturing the next generation of water leaders in support of India's water reform agenda and the National Water Mission. The program engaged 20 YWPs, consisting of equal gender representation, selected by the Ministry of Jal Shakti from various water management agencies and departments across India. In this special issue, there are six articles that cover the design and implementation of YWP training programs, the mentoring of YWPs within the training program, a reflection on transdisciplinary learning, and two example SUIPs. Together, these articles provide details on how to design and implement an innovative YWP training program, what works well and what can be done better, and what YWPs can get out of the program in terms of working on a client‐based, real‐world project. Overall, well‐designed transdisciplinary training can help YWPs bring new thinking and leadership to tackle future water challenges, including water governance, stakeholder involvement, critical thinking, problem analysis, and effective communication in various situations. Furthermore, such training can help YWPs develop their vision and capacity for more effective planning, design, implementation, and management of water projects and initiatives.

AbstractWater management has become quite a complex task because of population pressure, climate change, and urbanization. Future young water professionals (YWPs) need to be capable of working with real‐world situations, and they need to be trained suitably so that they can effectively communicate with decision‐makers and enable innovative ideas to be adopted in policy development and actions on the ground. To get the ideas converted into actions, we need YWPs who are well‐trained not only in water science and engineering but also in social, economic, governance, policy, and other related aspects. Overall, well‐designed transdisciplinary training can help YWPs to bring new thinking and leadership in their workplace, including water governance, stakeholder involvement, critical thinking, problem analysis, and effective communication in various situations. Furthermore, such training can help YWPs develop their vision and capacity for more effective planning, design, implementation, and management of water projects and initiatives. As part of their training, YWPs need to develop their competencies, namely, problem‐solving, transdisciplinary and systemic thinking, and effective communication, through working on real‐world projects of selected clients. The next issue of World Water Policy Journal will be a Special Issue focusing on the work of YWPs involved in two initiatives in South Asia. Activities through the Australia–India Water Centre Program for capacity building for Indian YWPs in Sustainable Water Futures will be one of the initiatives presented.

The article focuses on two moments in India's political history, in which out-rightly expressed dissent underlines analytical shifts in the nature and course of the country's democracy. It asks two questions: First, what does a self-proclaimed, democratic state do with peaceful dissenting artists? The second question follows from this. If indeed the state stigmatizes and suppresses that dissent, what does the artist do? By foregrounding the relationship between the dissent and offence-taking, the article shows the increasingly complex changes in the nature of the democratic state, role of the art market therein, the dynamic patterns of dissent itself, which underline the cyclic outbursts of violence against artists.

Abstract

Objective: The purpose of this paper is to present an overview of empirical studies on school leadership across the globe and then specifically for public high schools in Vietnam. There are very few studies done on the leadership of school leaders in Vietnamese public schools and how leadership can affect the school's overall performance. Hence this review aims to address this gap and provide a review of leadership practices, the effect of school leadership which might enhance the leadership at public high schools in Vietnam

Methodology: Narrative systematic review was conducted by identifying the papers published in educational journals were analyzed using different databases and based on the main findings of those papers, the review of the literature was written.

Findings: The review suggested that there are differences in the leadership styles practiced in Vietnam as compared to the rest of the world. The leaders in Vietnamese schools do not have full autonomy to make the decisions and MOET (Ministry of Education and Training) plays a significant role in making decisions.

Value added: This review of literature has aimed to fill the gap regarding the educational leadership system in the Vietnamese high school context whereas very limited studies have focused on this and how leadership can impact school performance in general.

Recommendations: This review can prove to be an effective document for government authorities in Vietnam and other worldwide schools where the leaders might not be given the full autonomy to make the decisions and hence might have an effect on teachers and students' satisfaction levels in the schools. Hence, it is important to provide some autonomy to leaders at least at micro-level.

This article outlines the conceptual foundation of India's free speech regime by focusing on the debates of the Constituent Assembly (1946–1949), and traces the development of the Article 19 of the constitution, which guarantees all citizens the right to free speech and expression, albeit certain 'reasonable restrictions'. While offering a synoptic account of the conservative side of its development—as framers negotiated the discrepancies between their imagined ideal and the existing, often-conflicting reality—the idea here is not to uncover some grand master plan of Indian democracy from which it has faltered, but to explore ways in which it might lend a fissure to violent outbursts of 'hurt sentiments' in contemporary India, which impinges upon the idea and enjoyment of free speech in general, and freedom of artists in particular.