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
Global Education Reform: The Universe Is Governed by a Sequence of Realms; Hence, Global Education Reform Is a Dignified Path to Peace and Unity, a Promised Corridor for the Eradication of Lingering Human Prejudice, Discrimination, Injustice, and Language Barriers.