Rachna Thakkar

Assistant Professor, Department of Business Management

Kruti Institute of Technology and Engineering, Raipur
E-mail Id- rachnatha!!ar"#$rediffmailcom
Abstract Corporate Social Responsibility (CSR) has become a
pervasive topic in the business literature, but has largely
neglected the educational Sector .The major chunk o venturing
in particular educational courses lies only on the artiact o
strong maniestation o sustainable and compatible vision and a
strategic road map to achieve objective in long term and short
term. This includes primarily prolieration o systematic
implementation o commitment on optimum utili!ation o
available human resources. The increasing depth o competition
has really put or"ard to a mandatory subscription o approach
"hich not only increases eiciency but also intensiies the
sociali!ation o corporate. #ere it calls or the serious narration
and attention on ho" to build strong and committed
relationships "ithin the educational institutions to incorporate
the epitome o social responsibility program. The $nstitutions
"hich are operating ar a"ay rom urban and capturing the
rural land or educational courses needs to be given a thought
on ho" development could take place e%plicitly or implicitly.
This paper subscribes the concept o CSR "ith &$ you have
taken something rom society you need to give it back' and this
can be accomplished through implementation o $SR i.e.
($nstitution Responsibility )rogram* or more speciically it can
abbreviated as +SR i.e. (+ducation Social Reormation* either
physically or mentally. Through this paper, the ocus is dra"n
to"ards the ,niversities and its ailiations to incorporate such
a program through "hich the rural uplitment could take place
"ith mutual coordination and cooperation o aculties, because
sharing "ill deinitely bring the true value o education and
then only "e "ill be called as +-,C.T+-.
Keywords% CSR, $SR, +SR, +ducational institutions,
+ducation, /ision, Strategic $mplementation.
& #istorical )erspective o CSR
The concept of '(R in India is not ne), the term may *e The
process though acclaimed recently, has *een follo)ed since
ancient times al*eit informally Philosophers li!e Kautilya
from India and pre-'hristian era philosophers in the +est
preached and promoted ethical principles )hile doing
*usiness The concept of helping the poor and disad,antaged
)as cited in much of the ancient literature The idea )as also
supported *y se,eral religions )here it has *een intert)ined
)ith religious la)s -.a!aat/, follo)ed *y Muslims, is
donation from one0s earnings )hich is specifically gi,en to
the poor and disad,antaged (imilarly 1indus follo) the
principle of -Dhramada/ and (i!hs the -Daashaant/ In the
glo*al conte2t, the recent history goes *ac! to the se,enteenth
century )hen in &345s, England )itnessed the first large
scale consumer *oycott o,er the issue of sla,e har,ested sugar
)hich finally forced importer to ha,e free-la*or sourcing In
India, in the pre independence era, the *usinesses )hich
6
pioneered industriali7ation along )ith fighting for
independence also follo)ed the idea They put the idea into
action *y setting up charita*le foundations, educational and
healthcare institutions, and trusts for community
de,elopment The donations either monetary or other)ise
)ere sporadic acti,ities of charity or philanthropy that )ere
ta!en out of personal sa,ings )hich neither *elonged to the
shareholders nor did it constitute an integral part of *usiness
The term '(R itself came in to common use in the early
&435s although it )as seldom a**re,iated By late &445s, the
8 concept
0.0 CSR in +ducational $nstitute
'(R, I(R, E(R, 9D'' are the fe) acronym )hich ta!es
same dimension of definition to ,arious industries and sectors
depending upon the core o*:ecti,e and its association )ith the
sta!eholder, customer and society The society is such a place
that confronts )ide spectrum of cultural di,ersification )ith
,aria*ility in their education and lifestyle This is the society
)hich carries a su*stantial e2pectations from *usiness and
educational institute to )or! in the interest )hich can pro,ide
security, entertainment, de,elopment, a)areness and a*o,e
all safeguarding from superstitions (till in some *ac!)ard
area and tri*al )here education has not yet !noc!ed despite of
(ar, (hi!sha A*hiyan there is a practice of early child
marriage, !illing of girl child, do)ry system and sati pratha
This all seems to ha,e foot printed in the society *ecause )e
ha,e failed to pro,ide them a *asic education )hich not only
incarnates the de,elopment of mental *ut also leads to
identification *et)een )hat is )rong and )hat is right
Education is such a )eapon that if not pro,ided can lead to a
tremendous de,iation from *eing called as a ci,ili7ed person
and the end result may e,en *e more appalling The imitati,e
is *ased on the underlying premise that )hile go,ernment
ultimately *ears the responsi*ility for ensuring pu*lic )elfare,
there is a need to construct a ne) understanding of the
roles ,responsi*ilities and *oundaries of pri,ate sector
pertaining to ,i,id dimension of corporate and institute
*eha,ior and ma!ing the real sense of their o*:ecti,e, ,ision
and mission for not only ma!ing profit *ut also eradication of
ill practices that are galloping the de,elopment of society The
epistemology of sur,i,al of *usiness and institute is
underlined on ho) they educate the society )hat they do for
their education and )hen they do this The o*,ious reply to
all these fe) ;uestion is they should go for )hen they )ant to
create 9A<=E for the customer, for the parents, for the rural
children etc>The ,alue dri,en code of conduct ?9D''@ for
an academic institute not only complies polices for the
admitted students *ut also for the surroundings in )hich they
are operati,e then )hether it is preser,ation of en,ironment
from de,astation or ma!ing the education reacha*le )ithin
their radius Aust imagine ho) )ould the day loo! )hen e,ery
institute start educating the rural children *y pro,iding the
C1R)1R.T+ S1C$.2 R+S)13S$4$2$T5 $3 .3
+-,C.T$13.2 $3ST$T,T+
&
.jitha )rashant
Assistant Professor, Department of Business Management
Kruti Institute of Technology and Engineering, Raipur
E-mail Id- a:ithaBandre)s$yahoocou!
.nuraag .gar"al
Assistant Professor, Department of Business Management
Kruti Institute of Technology and Engineering, Raipur
E-mail Id- anuraag&3agar)al$gmailcom
*asic infrastructural facilities such as la*oratory, spo!en
English, personality grooming, training )hich can ma!e
them competent in real and glo*al )orld +e use to teach
,arious theories of leadership as a lecture *ut do )e really
ma!e a )ay out it It is a call for today that educational
institute must come out )ith transformational leadership style
so that society gets de,eloped and parents are ele,ated The
,alue dri,en code of conduct can *e e2plicitly e2pressed as
value6unctional 7 cost +hereas ,alue dri,en code of
conduct that can *e incorporated in institution policy may *e
e2pressed as value6 +8uity in the market and society
7+%tent o objective ulilled)hereas ,alue from education
may *e e2pressed as value6behavior7e%tent o education
gained
0.9 Transormational 2eadership:
Transformational leadership enhances the moti,ation, morale
and performance of follo)ers through a ,ariety of
mechanisms These include connecting the follo)erCs sense of
identity and self to the mission and the collecti,e identity of
the organi7ationD *eing a role model for follo)ers that
inspires themD challenging follo)ers to ta!e greater
o)nership for their )or!, and understanding the strengths
and )ea!nesses of follo)ers, so the leader can align follo)ers
)ith tas!s that optimi7e their performance
During the past fe) decades, great organi7ational, societal
and cultural changes ha,e occurred Elo*ali7ation and
technology ha,e caused a reorgani7ation of the supply-chain
and )or!er-chain )ith an accompaniment of ne) forms of
learning and !no)ledge sharing ?<atchem F 1anna, G55&a@
Hree and )ide-spread information on the Internet challenges
the traditional authority and the control o,er !no)ledge of
educators and leaders in administration as )ell as the )ay
teachers and students interact in the institutions People are
encouraged to ;uestion authority )hen necessary The concept
of -going *eyond one0s interests for the good of the
organi7ation/ is no longer accepted unconditionally ?Bass,
&444@ The changes and challenges led to ,arious
e2plorations on leadership theory in see!ing for effecti,e
leadership models for the ne) era in )hich people as! for
changes *ut do not ha,e a clear trac! for doing that
<eadership theories such as transformational leadership,
distri*uted leadership, and comple2ity leadership ha,e *een
de,eloped in an attempt to descri*e the ne) phenomena,
predict )hat )ill happen, and suggest strategies for effecti,e
leadership Transformational leadership theory among all the
e2isting theories is the one that underscores the importance of
changing the mindset of the su*ordinators, *uilding trust for
the )illingness to internali7e organi7ational ,alues, and
encourage the follo)er to *ecome the leader In today0s fast-
changing en,ironment of education, the pro*lems people
confront often did not e2ist *efore There is a greater need for
e,eryone to respond to one0s uni;ue pro*lems properly and
timely instead of )aiting for instructions from the
super,isors Transformational leadership is needed for
facilitating the capa*ility
0.; Transactional 2eadership vs. Transormational
2eadership
Transformational leadership has *een introduced after the
research on *eha,ioral leadership such as great-man
leadership and trait-*ased leadership that assumed that
leadership is rooted in the characteristics that certain
indi,iduals possess Aames Burns ?&43"@ first introduced t)o
types of leadership stylesI transactional and transformational
leadership Most of the traditional leaderships are
transactional leadership in )hich the leader and the follo)er
)or! together under informal contracts The leader gi,es
instructions to the follo)er a*out )hat they need to do and
pro,ides re)ards )hen the follo)er completes the instruction
The leader and the follo)er e2change resources to meet their
o)n self-interests Distinct from transactional leadership,
transformational leaders aim at inducing positi,e change in
indi,iduals through articulating ,ision of the future that can
*e shared )ith peers and su*ordinators, inspiring
su*ordinators0 moti,ation, intellectually stimulate
su*ordinates, and pay high attention to indi,idual differences
among people ?Bass, &444D <o)e, Kroec!, F
(i,asu*ramaniam, &44#@ The transformational leadership
approach uplifts the morale, moti,ation, and morals of their
follo)ers )ith the end goal of de,eloping the follo)er into a
leader ?Bass, &444@ Educators usually ha,e higher academic
;ualification than the a,erage people in their society They are
e2pected to *e intelligent )hile playing roles as moral
models <eading an institution that is mainly formed *y a
group of educators to fulfill the missions of education re;uires
a ,alues-dri,en approach ?<atchem F 1anna, G55&*@ Ait!in
?&44"@ and Bass ?&444@ argued that if the po)er of the
educational leaders is to *e used effecti,ely, the leader ?,ice-
chancellor@ must -ha,e a sense of mission, an agenda, a
,ision > those attri*utes need to come from inside, not from
the uni,ersity itself > from reflection and from one0s
personal ,alues/ ?Ait!in, &44", p &G8@ <atchem and 1anna
?G55&c@ also highlighted that educational leaders should see
themsel,es as educators )ho are capa*le of ena*ling other
team mem*ers to ac;uire and e2ercise the leadership s!ills
Dra)ing on these ,ie) points, educational leaders can only
achie,e real and lasting commitment to change *y adopting
more of transformational leadership approach and less
transactional leadership approach As noted *y (ir Aohn
DanielI -I *elie,e that a leader should spend more time
crating meaning for people than ma!ing decisions for them/
?Daniel, G55& p &J8@
0.< 1ther 2eadership Theories vs. Transormational
2eadership Theory
Theories for emergent leadership and other leaderships *ased
on the contingency theory ha,e shared a common assumption
that there is no single correct leadership for all conte2ts and
the *est leadership is defined *y e2ternal factors such as the
characteristics of the su*ordinators, the type of )or! and the
stress le,el in the organi7ation This situational perspecti,e
for adopting leadership has influenced almost all modern
theories of leadership ?En,ision (oft)are, Inc, G5&& Aan G&@
including transformational leadership 1o)e,er, emergent
leadership and other styles of leadership *ased on
contingency theory focus more on the leader0s a*ility to
diagnose the competence and commitment of the
su*ordinators and respond accordingly ?<atchem F 1anna,
G55&*@ )ithout stressing the importance of internal factors
such as ideal, ,ision, mission, ,alue, or moti,ation and
indi,iduali7ed concerns An important constituent of
educational leadership is missing from the leaderships )ith
situational perspecti,e The same limitation e2ists in
G
distri*uted leadership Distri*uted leadership approach )as
de,eloped around four central ideas K leadership tas!s and
functions, tas!-enactment, social distri*ution of tas!-
enactment, and situational distri*ution of tas!-enactment
?(pillane, G55J@ The main e2amination of distri*uted
leadership is its practice distri*uted o,er leaders, follo)ers
and their situation and incorporates the acti,ities of multiple
groups of indi,iduals/ ?(pillane, G55J@ The ideal influence of
the leadership has not *een *rought to the up front of the
theory Another theory of leadership that )as introduced
lately is that of comple2ity leadership theory 'omple2ity
leadership theory considers leadership to *e a system function
that ena*les adapti,e action in comple2 adapti,e systems
This theory could *e po)erful in descri*ing the leadership
occurs in informal learning en,ironment such as self-
organi7ed learning communities and open learning It is not
the intension of comple2ity leadership theory to descri*e the
leadership in formal learning in official academic institutions
that has official internal and e2ternal hierarchies on )hich
this paper focuses
0.= The $mportance o >oral ?unction
This paper argues that transformational leadership is more
suita*le for educational institutions than the other leadership
theories on the *asis of three ,ie)pointsI ?&@ the moral
foundation of transformational leadershipD ?G@ pro,en ,alidity
from pre,ious studiesD and ?8@ e,idences from the practices of
the educational leaders I )ill ela*orate these three ,ie)points
in the follo)ing paragraphs The underlying philosophy for
participating in education, either as an educator or a student,
is the assumption that the capa*ility of an indi,idual is not
solely inherent - indi,idual has the a*ility to learn Through
education, the a*ilities of an indi,idual )ill gro) The higher
the a*ilities gro), the *etter the choices an indi,idual can
ma!e An indi,idual can o*tain greater po)er of control o,er
one0s o)n future through education This is the *elief that
ma!es education )orth)hile The approach of
transformational leadership ta!es the assumption that people
can and are )illing to learn <eaders are therefore should
communicate the ,alues and ,isions )ith their su*ordinators
and intellectually stimulate their moti,ation so that the latter
*ecome )illing to align self-interests )ith the organi7ation0s
interests, internali7e its ,alues, and commit to the deli,ery of
the missions In addition, transformational leadership theory
highlights the necessity for the moral character of leaders and
their concerns for self and others, the morality of the
processes of social ethical choices and action in )hich the
leaders and follo)ers engage and collecti,ely pursue ?Bass F
(teidlmeier, &444@ These are all essential ;ualities for
leading educational institutions Transformational leaders, in
contrast to purely charismatic leaders )ho lead follo)ers *y
in,o!ing *lind o*edience, discourage follo)ers and facilitate
the follo)ers to *ecome leaders +hen indi,iduals ha,e
increased their intelligence and decision-ma!ing a*ility, they
ha,e also increased their capa*ility for ta!ing actions to
ad,ance the ;uality of the group Moreo,er, )hen the
indi,iduals ha,e more po)er of control, the morality of
process )ould *e ad,anced and further support the
distri*uti,e :ustice that specify )hat indi,iduals o)e each
other, )hat indi,iduals o)e to the group and )hat groups o)e
to indi,iduals It follo)s that e,eryone has a !ind of moral
standing and the interests of at least a minimum of altruism
to help sta!eholders to recogni7e the o*,ious *enefits in
fulfilling their goals Hor this, transformational leadership is
needed in educational institution on )hich a moral
foundation of legitimate ,alues must rest
0.@ /alidity
Transformational leadership style as a construct has *een
e2amined *y se,eral scholars ?A,olio, Bass, F Aung, &444D
Bass, &44L, &444D Bass, A,olio F Eoodheim, &4"3D Bono F
Audge, G55JD <ing, (imse!, <u*at!in, F 9eiga, G55"D <o)e,
et al, &44#D (osi!, A,olio, F Kahai, &443@ (e,eral
;uestionnaires ha,e *een used to measure the ,alidity of
different leadership styles, including transformational
leadership, such as the Multifactor <eadership Muestionnaire
?M<M@, the <eader Beha,ior Description Muestionnaire
?<BDM@, and the Transformational <eadership Muestionnaire
?T<M@ In the meta-analytic re,ie) of the 84 M<M literatures,
<o)e et al ?&44#@ reported a )ide range of o*ser,ed ,alidity
coefficient *et)een the fi,e scales of the M<M and ,arious
measures of leadership effecti,eness 'oefficients for the
association *et)een leadership style and effecti,eness )ere
higher for transformational scales than for transactional
scales and a positi,e effect e2isted across studies *et)een
transformational leadership and effecti,eness In addition, the
study of <o)e et al reported that transformational leadership
*eha,iors )ere more commonly o*ser,ed in pu*lic
organi7ations than in pri,ate ones No difference in the
pattern of relationships *et)een M<M scales and effecti,eness
)ere o*ser,ed in comparison to studies of high le,el and lo)
le,el leaders Among all the criteria, charisma, the most
commonly associated )ith a generali7ed impression of
transformational leadership, sho)ed the strongest association
)ith effecti,eness<ing et al ?G55"@ found that
transformational 'EO plays an important role in promoting
corporate entrepreneurship and shaping the character of top
management team in terms of *eha,ioral integration ?;uality
and completeness of decision ma!ing@, decentrali7ation of
responsi*ilities, ris!-ta!ing propensity, and long-term
compensation
0.A $mplication or )ractice
In additional to studies on construct ,alidity, e2perts and
leaders in education ha,e e2pressed positi,e supports for the
adoption of transformational leadership President of
=NE(O-'O< ?'ommon)ealth of <earning@ - (ir Aohn
Daniel, former 9ice President of Atha*asca =ni,ersity ?the
O=@ and the 9ice-'hancellor of the =K Open =ni,ersity,
descri*ed his leadership approaches asI -acted *y e2ample to
create goals implicitly/D -demonstrated the approach and
style/D -interpret ,alues/D -openness and fle2i*ility/D
-encouraged those )ho )ere most am*itious for the O=/D and
-loo!ed for commitment to the ,alues, energy, enthusiasm,
loyalty and credi*ility across the institution/ ?Daniel, G55&, in
<atchem F 1anna ?Eds@, pp &J8-&J# (tress added *y the
author@ The ,er*s he used re,ealed his notion for
transformational leadership 1anna ?G55&@, former
'hancellor of the =ni,ersity of +isconsin-E2tension in the
=(, shared his primary tas!s for leading the institution
including -pro,ide a more supporti,e en,ironment/D -pro,ide
opportunities/ for faculty and staff ?p &#"@D -*road-*ased
training and de,elopment opportunities for faculty/D and
-de,elop a climate of communication, interaction, and cross-
8
programme and di,ision acti,ities/ ?p &35@ 1e suggested
that leaders should *elie,e in the goals and purposes that
transcend indi,idualsI -+ithout ideals and purposes, actions
are meaningless/ ?p &3G@ (ir Aohn Daniel and 1anna0s
leadership practices ,alue the transformational approach
9 CSR and +ducation
-The mission of higher education is to contri*ute to the
sustaina*le de,elopment and impro,ement of society as a
)hole *yI educating highly ;ualified graduates a*le to meet
the needs of all sectors of human acti,ityD ad,ancing, creating
and disseminating !no)ledge through researchD interpreting,
preser,ing, and promoting cultures in the conte2t of cultural
pluralism and di,ersityD pro,iding opportunities for higher
learning throughout lifeD contri*uting to the de,elopment and
impro,ement of education at all le,elsD and protecting and
enhancing ci,il society *y training young people in the ,alues
)hich form the *asis of democratic citi7enship and *y
pro,iding critical detached perspecti,es in the discussion of
strategic choices facing societies/ ?A='', G55&@
Initiation for greater pro2imity *et)een uni,ersity and society
'ollege students should loo! for inno,ati,e programmes and
)or!shops underlining social and en,ironmental issues and
educate the pu*lic at large The =T Department of 1igher
Education is all set to add interdisciplinary approach in
colleges across all disciplines from the coming academic
session
Hor the first time, compulsory orientation lectures and
)or!shops on themes such as gender e;uality, inclusi,e
gro)th and so on )ould *e organi7ed to encourage
interdisciplinary approach in colleges Also, student societies
in college campuses li!e AID( a)areness, drug de-addiction,
heritage preser,ation society and so on )ould *e esta*lished,
and e,ery student )ould *e re;uired to *ecome a part of one
or more such societies
-To promote integration of curriculum )ith the society
through esta*lishment of student societies in each college
campus, these societies )ould *e a part of the annual college
curriculum calendar These steps )ould help students
esta*lish contact )ith their immediate en,ironment or lin!
*et)een educational institutional and the community at
large,/ said =T 1igher Education Director A:oy (harma, )ho
has framed the guidelines for functioning of these societies
(tudents )ill *e re;uired to put in specified num*er of hours
under such societies An annual planner gi,ing details of
,arious acti,ities to *e organi7ed )ill *e prepared *y each
society )ell in ad,ance Teachers )ould also assist students to
prepare the roadmap, con,ert it into ,arious su*tas!s and
identify the steps under each su*tas! minutely
Also, they )ould *e responsi*le in identifying resource
persons for )or!shops and programmes
9arious societies to *e formed in colleges
P Drug De-addiction (ociety
P AID( A)areness and Pu*lic 1ealth (ociety
P 1eritage Preser,ation and Promotion (ociety
P Orphanages and Old Age 1omes (ociety
P Best from +aste (ociety
P Eender E;uality (ociety
P En,ironment A)areness (ociety
P 'ommunity 1ygiene and (anitation (ociety
P Traffic A)areness and Road (afety (ociety
Hunctions of a society
P Identify groups of faculty mem*ers including head of
departments, )ho can lead a particular society, there*y
utili7ing their managerial and leadership s!ills
P 'onduct moti,ational )or!shops to connect students )ith
,arious societies as per their interests
P Horm a committee in each society )ith a chairperson,
secretaries and mem*ers, along )ith some stand*ys to
function in their a*sence
P Organi7e *rainstorming sessions to identify acti,ities that
can *e carried out throughout the year
P Pu*lici7e themsel,es to moti,ate and enroll students and
educate the pu*lic
P 'reate an end of the year e,idence of series of acti,ities
organi7ed *y documenting them in any medium
P Hollo)-up planning and progression of acti,ities, tas!s and
su*tas!s throughout the year and re,ie) them at the end of
the year for e,aluation and reformulation
The Kellogg commission on future of =ni,ersities in America
identified se,en guiding characteristics for achie,ing *roader
in,ol,ement of uni,ersities )ith society They are -
responsi,eness, respect for partners, academic neutrality,
accessi*ility, integrating engagement into the institutional
mission, coordination and resource ade;uacy Topal ?G554@
arguing the 'orporate (ocial Responsi*ility ?'(R@ in
=ni,ersities around the )orld discusses Economic capital,
Intellectual capital, (ocial capital and 'ultural capital and
ho) they are related to each other All this points out that
uni,ersity )hile *ecoming more responsi,e to the social and
economic needs of the emerging !no)ledge societies and
economies should also *e a*le to ta!e care of their traditional
role
'ompanies get in,ol,ed in education for a num*er of
strategic reasons, including *uilding a positi,e reputation and
good)ill among consumers, employees, in,estors, and other
sta!eholdersD de,eloping *rand recognition, )hether to
increase consumer loyalty, *oost sales, or esta*lish the
company as an industry leaderD *uilding a more educated
)or!forceD raising consumer a)areness a*out a particular
issueD and fulfilling a company mission or mandate (tudents,
schools, and the general pu*lic can *enefit from the
e2perience and e2pertise that corporations *ring to the ta*le,
particularly if the groups )or! together to ensure the right
needs is *eing met on *oth ends 'ompanies loo!ing to
contri*ute to pu*lic school education, for instance, must
consider the many demands that schools and educators face
daily K time constraints, tight *udgets, technology access,
standardi7ed testing, and e2plicit curriculum standards K as
)ell as the uni;ue places )here outside help is needed As
long as they address the right needs, *usinesses ha,e the
a*ility to ma!e a tremendous impact By pro,iding highly
engaging resources, *y *uilding in strong connections )ith
instructional needs, and *y effecti,ely mar!eting the
resources, more and more companies are simultaneously
meeting educational goals and their o)n *usiness goals It is
essential that )e sa,e our uni,ersities from *ecoming soul-
less organi7ations *y ma!ing them complete and *road
J
purpose organi7ations )ithout limiting their purpose It is our
social responsi*ility that the utility of uni,ersities to their
surrounding society at large including the corporate )orld is
planned and e2ecuted Narasimharao ?G554a@ discussed ho)
uni,ersity outreach programmes can play an important role
for community de,elopment as )ell as for esta*lishing
fruitful and effecti,e uni,ersity-industry lin!ages 1e also
argued that any change in the approach and attitude can
happen effecti,ely from )ithin the organisation rather from
the regulatory authorities or go,ernment One school
superintendent said the initiati,e com*ines -high academic
standards, *est educational practices, colla*orati,e
relationships, and the e2pertise of a longstanding partner and
glo*al technology leader/
9.0 CSR and +ducation and Technology
The )orld has undergone a tremendous change )ith the
ad,ent and proliferation of information and communication
technologies ?I'T@ such as the internet, email and )ireless
communication, )hose impact ?*oth positi,e and negati,e@ is
percei,ed in e,ery sector of society and e,ery corner of the
glo*e In this ne) era of !no)ledge society that has emerged
in the course of human history role of corporations are
e2tremely crucial in complementing go,ernment0s efforts
This is *ecause people can no longer either underestimate or
o,erestimate the potential role that digital di,ide could play
In this glo*alised economy, the role played *y corporations
engaged in such enterprise could reduce the asymmetries
created *y the digital di,ide )ithin and amongst countries *y
utili7ing the immense potential of I'T to the ad,antage of
society per se the )orld o,er
In this era of digital di,ide, the role of *usinesses entails
:oining forces )ith go,ernments to help e2plain and promote
long-term policies to affected populations As a part of the
India go,ernments efforts a National Tas! Horce on IT and
(oft)are De,elopment )as set up *y the Prime MinisterCs
Office on May GG, &44", under the 'hairmanship of the
Deputy 'hairman of Planning 'ommission, )ith a mandate
to formulate the draft of a National Informatics Policy, to
ma!e India an Information Technology superpo)er and one
of the largest generators and e2porters of soft)are in the
)orld )ithin ten years
In India there are many companies catering to IT education
and training, li!e Infosys, +ipro, Tata 'onsultancy (er,ices
?T'(@, NIIT, 'M', APTE'1, DOEA'', etc, ?pro,iding IT
education *oth in terms of creating a s!illed and trained
)or!force, from the perspecti,e of companies needs as also to
aid the process of computeri7ation *e it the rail)ays, *an!ing,
insurance, health, etc as also pro,iding *asic computer
training in order to access the mine of information presently
a,aila*le through internet@
Hor e2ample, the touch screen computers and !ios!s
esta*lish throughout Andhra Pradesh is a part of the
go,ernmental efforts in introducing e-go,ernance is
laudatory 1o)e,er, in a state also mar!ed *y high suicide
rates of farmers, po,erty and a*sence of *asic literacy in the
rural interiors, such measures )ould only *e effecti,e in
sol,ing the plight of the farmers, if in,estments are also made
in *asic education and a)areness and the usage of the
computers, *e it )hen farmers apply for a small loan or
demand *etter irrigation facilities, or a,ail the *enefits of I'T
pro:ects in rural areas, etc The Microsoft 'hairman, Bill
Eates during his recent ,isit to India, en,isioned an India
)hich in the course of its :ourney to)ards the end of the first
decade of the ne) millennium, )ould *e one )here
indi,iduals )ould *e increasingly getting used to computer
usage *e it storing music, Pro:ect (hi!sha ?Rs&55 crore or
=( G5million dollar@, launched *y Microsoft to impro,e
computer education in India, aims at training "5,555 school
teachers )ho )ould *e educating 8L la!hs students across the
country is an important step in this direction Apart from
Pro:ect (hi!sha, Microsoft0s strategy in India focus on
locali7ation efforts such that India ade;uately harnesses the
*enefits of the ongoing glo*alisation process *y launching
+indo)s QP and Office in 1indi )ithin the ne2t year ?G558@
and )ould also en,isage +indo)s QP local language support
to Bengali and Malayalam (uch initiati,es can *e
categori7ed as far from mere altruism They cannot *e
categori7ed as charity either as Microsoft also declared its
intention to in,est =( R8"4 million ?rs&455@ crore in India
o,er the ne2t three years, )hich accounts for the company0s
largest in,estment outside the =nited (tates Despite the
plethora of companies engaged in IT education large medium
and small including grass-root organi7ations, the challenge of
*ridging the digital di,ide and remo,al of asymmetries )ithin
different regions in India tailor-made to suit the ,aried
di,ersities continues to persist if the long-term potential of
India in the field of IT is to *e realised Efforts of Microsoft
are indeed e2emplary and go a long )ay to suggest that
corporations the )orld o,er, through long-term in,estments
in *oth research and the spread of information and
communication technologies right at the school le,el, do ha,e
a crucial role to play in *ridging the digital di,ide in terms of
complementing e2isting go,ernmental efforts
GG +ducation and CSRB the challenges ahead
The ma:or challenges faced *y educational Institution to)ards
reducing the Sdigital di,ide0 e2istent )ithin and amongst the
countries of the de,eloping )orld, including India can *e
identified as follo)sI
T O*stacles *y =ni,ersity Erant 'ommission arising from
differences in formation of course curriculum and types of
regime mar!ed *y e2cessi,e regulation in important spheres
highlight the crucial issue of a*sence of good go,ernance and
re;uisite political )ill
T Hinancial hindrance dependent on the le,el of economic
de,elopment due to lac! of ade;uate resources and the failure
to a,ail of cost-effecti,e technologies
T Bloc!ades of technology stemming from the non-a,aila*ility
of ade;uate infrastructural facilities
T (ocial fledges that are a result of the economic and cultural
disparities *et)een the influential minority and the ,ast
ma:ority
T 'ultural *arriers due to educational disparities raise the
crucial issue of ho) to connect the )orld of internet )ith
education and creating access to plethora of information
rele,ant to the ma:ority of the )orld populace
To ena*le educational institutions to outfit effecti,ely to
changing economic and industry needs, our educational
policy should encourage greater colla*oration *et)een
industry and uni,ersities in curricula and course design as
L
)ell as industry research There are se,eral e2amples of
industry K academia colla*oration in India I'I'I Ban! has
)or!ed closed )ith deans and professors of se,eral colleges to
help de,elop course content and to pro,ide ,isiting faculty to
these colleges Bharti Tele-9entures has set up a
telecommunication training school at IIT, Delhi Infosys has
esta*lished campus connect, an initiati,e to enhance the
;uality of teaching in technical colleges in India Infosys also
pro,ides G# PhD scholarships in the IITs, the IIMs, II( and
a fe) engineering colleges The Eo,ernment should also
encourage more colla*oration *et)een industry research
institutions and colleges through ta2 incenti,es and a
deregulated en,ironment for research
8 Case Study
A plethora of go,ernment initiati,es to pro,ide access to
primary education may *e under)ay, *ut issues of e;uity,
;uality and access remain areas of concern % particularly in
rural schools 'hildren in rural areas continue to *e depri,ed
of ;uality education o)ing to factors li!e lac! of competent
and committed teachers, lac! of te2t*oo!s or teaching-
learning materials, and so on In ,ie) of such concerns, the
recently constituted Rural Education 'ell, department of
educational sur,eys and data processing, N'ERT, organised a
national seminar on Cschool education in rural IndiaC at its
Delhi head;uarters The seminar pro,ided a platform to
policy analysts, administrators, researchers and practitioners
to analyse the current scenario in rural education, identify
pro*lems and come up )ith recommendations to impro,e the
situation The Indian constitution has laid some *asic
fundamental right of education for its citi7en and this
fundamental right is free from racial discrimination ,
location, religion and ,ernacular setup of Indian
demographies *ut the ma:or *ottlenec! )hich has occurred
o,er the span of time is still illiteracy )hich has pro,en the
inefficiency of go,ernment and educational institution It is
really ,ery hard to digest It is ,ery hard to digest that the land
of the 9edas is one of the countries )ith the highest illiteracy
le,els and sho)s the ina*ility of our go,ernment to utili7e
programs li!e (ar,a (hi!sha A*hiyan and National <iteracy
Mission E,en countries li!e (ri <an!a, Myanmar, 9ietnam,
Thailand and the li!e ha,e achie,ed, in lesser time, a much
*etter percentage of literacy <iteracy is a reasona*ly good
indicator of de,elopment in a society (e,eral efforts ha,e
*een made on part of the go,ernment to deal )ith illiteracy
The National Policy of Education -&4"#, declared that the
)hole nation must pledge itself to the )or! of eradicating
illiteracy, particularly in the &L-8L age group The National
<iteracy Mission came into *eing in &4"" and started stri,ing
to in,ol,e all sections of the community in the literacy
Endea,our The &44G Education Policy en,isaged free and
compulsory elementary education of satisfactory ;uality to all
children up to the age of &J *efore India entered the G&st
'entury The (upreme 'ourt in its &448 ruling held that
children had a fundamental right to free education E2 K
president APA A*dul Kalam ga,e his assent to the
'onstitution ?"8rd Amendment@ Bill, G555, and the -right to
education/ )as incorporated in the 'onstitution as a
fundamental right The country had failed to implement the
pro,isions of Article JL, pro,iding for compulsory and free
education of children up to &J years of age )ithin &5 years
from the commencement of the 'onstitution India is
de,eloping *ut at a ,ery slo) rate, this is not the fault of a
corrupt go,ernmentD it is due to this pro*lem of illiteracy
only <iteracy ena*les a person to thin! rationally, to *e
understanding, to *e more responsi*le and to ma!e hisUher
o)n decisions A literate person is a)are of all his
fundamental rights and duties <iteracy is the ultimate
solution to fight pro*lems li!e communalism, terrorism and
under de,elopment Our go,ernment is of the people, for the
people and *y the people, *ut )hat is the use if people can not
e,en ma!e the right choiceV
Illiteracy can *ring do)n e,en the most po)erful nations
do)n, so if )e are to *ecome a de,eloped nation, the
go,ernment should first remo,e the pro*lem of illiteracy *y
introducing effecti,e programs )ith proper implementation
and *udget It is ironical that e,en today, our leaders and
people0s representati,es gi,e literacy a ,ery lo) priority,
pitting po,erty alle,iation, food, clothing, shelter, )or!,
health etc a*o,e it They fail to percei,e literacy as part of
the de,elopment process, as an Endea,our to impro,e the
;uality of life, as the process of *uilding a)areness among the
)ea!er sections, as part of democrati7ation of political po)er,
as the arrangement to gi,e their due, to *ridge the gap
*et)een the rich and the poor They are una*le to appreciate
the rele,ance of literacy in matters li!e infant mortality,
immuni7ation, children0s participation in primary schools,
population gro)th, family planning, )omen0s emancipation,
social e,ils li!e child marriage, do)ry, *ride *urning and so
on Neglecting the issue of illiteracy can hurt the de,elopment
of India ,ery *adly Not only the go,ernment, *ut e,ery
literate citi7en should contri*ute in *attling )ith the demon of
illiteracy Our motto should *e -each one teach one/, if )e are
to *ecome a de,eloped nation One of the initiati,es is -Teach
India/, )hose aim is to pro,ide a platform to educated
Indians to pro,ide assistance in *asic education to the
unpri,ileged children -Teach India/ )ill connect educated
indi,iduals )ith the specialist education pro,iders Its no)
turn of the youth to step up and ta!e the responsi*ility on
their shoulders to ta!e this nation to)ards the light of literacy
In the )ords of the ne) President of the =nited (tates, Barac!
O*ama -'hange )ill not come if )e )ait for some other
person or some other time +e are the ones )e0,e *een
)aiting for +e are the change that )e see!/ The time for
the change is no), I am ready for it, are youV
8& .bout the program
Kruti Institute of technology and engineering )hich came
into e2istence in && (eptem*er G55" has laid do)n a strong
,ision of *ridging the science and technology to)ards
*etterment of society passing all the ,ernacular *arriers and
setting the true roadmap for pro,iding education to all
communities of society as a part of social reformation and
transformation The socially concerned technical institute is
carrying out its responsi*ility program *y capsulating the
educational program to rural children )ith an o*:ecti,e to
en,isage the de,elopment of state in terms of literacy and to
further minimi7e the percentage of illiterate The ,isionary
po)er of management has laid a strong foundation of not
only educating the candidates admitted to the institute *ut has
also moti,ated their team to)ards rural education The first
phase of rural education )as started on &Jth No,em*er G5&&
#
*y admitting the students of nardaha corresponding to
Eayand Ram (chool for )hich department of humanities and
computer science engineering )ere gi,en the responsi*ility of
pro,iding the *asic education of language and computer
)hich no)days is regarded as the *asic eligi*ility of sur,i,al
and has *ecame a signature of competition The program )as
carried out )ith an admittance of &"5 students )ith an
o*:ecti,e to ma!e rural children to compete in the glo*al
mar!et in terms of presentation and communication *y
ma!ing them to !no) the fundamentals of grammar and
*asics of sentence framing )hereas on the other hand
computer science engineering made them understand a*out
internet and *asics of computer li!e M( +ord etc )hich can
ma!e them employa*le in future Hurther they ha,e
undergone through assessment of their learning my means of
multiple choice ;uestions )hich comprises *asically the
common and comprehendi*le ;uestion )hich they can easily
interpret and understand and upon completion of tenure they
)ere a)arded the certificate to *oost their morale
8G .nalytics
The a*o,e case can *e analy7ed )ith concept of child
psychology in )hich the implicit need carries its o)n ,alue
and importance The communication among these rural
children is also gi,en the importance *ecause communication
is that part of human *eha,ior )hich tends to effecti,e if
sender and recei,er0s relation is positi,e in terms of
deli,ering the content is decoded in the same manner The
methodology )hich ha,e adopted *y the t)o departments
)ere turned to *e more realistic as they ha,e adopted to teach
them )ith *y sho)ing the practical and then as!ing them to
do so They ha,e used the common system )here fast
learning can occur similarly is the case )ith English
language )here teaching is first made and then they )ere
gi,en to )rite the ;uestion in form of fill in the *lan!s This
is the age old concept and still )or!a*le *ecause according to
child psychology a child learns fast and easily )hen the
things around him is *eing carried out repeatedly *y a trainer,
parent and teacher Hinally It is deri,ed that the students are
a ;uic! learner if the content part is made simpler and easier
)ith some practical and real approach The ad,antages
include good)ill in the society, 'ommunity De,elopment to
count a fe)?Source- figures and information as received from
Coordinator of Rural Education-Kruti Institute of
Technology and Engineering, Raiur!
J Conclusions
It is said that education is the true )isdom to)ards e2cellence
and a signature of ci,ili7ed person , Eetting education is a
fundamental right of e,ery citi7en and no ;uestion of
casteism and religion should not *e allo)ed to *ecome a
,ulnera*le *arrier to)ards economic de,elopment of nation
and state In this regard academic institute must act as a
frontier in meeting the most demanda*le and call of to)ards
comple2ities occurring in the en,ironment This can *e done
*y incorporating policies through I(R, E(R and
implementing code of conduct through )hich ,alue can flo)
in the society and community gets de,eloped It is important
for educational leaders to lead the organi7ation not *ased on a
gi,e-and-ta!e relationship, *ut on the leaders0 personality,
traits, intelligence, and a*ility to ma!e a change through
*eing the moral e2emplars of )or!ing to)ard the good of the
team or organi7ation as )ell as constantly committing to
shared ,isions and goals The concept of transformational
leadership is a compelling model for education leaders today
?Beaudoin, G553@ Although researchers ha,e cautioned that
the transformational leadership approach might not al)ays *e
the *est for e,ery situation ?Bass, &444@ and that educational
leaders should a,oid committing to any particular leadership
style ?Beaudoin, G553@, this paper argues that leaders of
formal educational institutions need to *e more
transformational and less transactional to *e a*le to remain
effecti,e in discharging their leadership responsi*ilities
=. Recommendations
The uni,ersities and allied go,erning *ody should incorporate
rural education and imparting the education of rural people
can *e made for assessment and a ran! can *e gi,en to
institute and must *e accredited *y go,erning *ody The
initation can *e done *y any institute and a coordination )ith
('ERT, Raipur Hurther each academic institute should go for
registration of NEO )hich can solely )or! for *enefit of rural
children in terms of education
# Reerences
[1] Extracts from the Schedule of The Right of Children to
Free and Compulsory Education Act 2! "orms and
standards for a School #Sections 1! and 2$%
[2] Nischan TP. Transformational leadership as a predictor of
efectiveness, extra efort, and satisfaction in a community
college
classroom environment. Nova Southern niversity, !""#$ !%&
pages, ''T "#(%"2#
[(] schafer )udolph * +,-ntroduction to child Psychology. /he
adults need to understand child p%2
3