Tuesday October 16, 2018

‘Corruption biggest hurdle in India’s quest for quality education’

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New Delhi: Corruption remains the biggest hurdle in the realization of the long-awaited quest of Indians to receive free-of-cost quality education, noted speakers and representatives of schools associations rued at the seventh School Choice National Conference in the national capital on Saturday.

This comes as the Ministry of Human Resource and Development (MHRD) is currently developing the New Education Policy (NEP) in a bid to make India a knowledge superpower by equipping students with the necessary skills and knowledge to eliminate the shortage of manpower. The last NEP was brought out in 1986 and later amended in 1992.

While speaking at the Conference at the Indian Habitat Centre, Ekta Sodha, the CEO of Sodha Schools in Gujarat, narrated her “frustrating” experience when “one minor typo error” delayed her in opening a school in the state for a year.

“We talk about policies and a lot of things, but this is not how we see it by working day in, day out at the grassroots level. How does corruption happen? It happens through discretion… Someone told me recently that in Gujarat the system of transfer of teachers has become very transparent. I asked him how. He replied that everything is done online now. There is a platform where the teachers can apply for transfers directly and it gets done in a time-bound manner. However, a teacher who came to my office a few days ago shared a different story. He told me that earlier a teacher was required to pay a bribe of only Rs 10,000 to 15,000 at a local level, but now they are supposed to go to Gandhinagar and pay Rs 50,000 for transfers,” Lodha said, as the gathering burst into peals of laughter.

Lodha also threw some light upon the rampant corruption in the Gujarat government’s endeavor to build ‘model schools’ that were meant to compete with any of the private schools in terms of providing quality education.

The model schools are being set up under the centrally sponsored scheme ‘Rashtriya Madhyamik Siksha Abhiyan’ (RMSA), where the central government provides 72 per cent funds while the rest 28 percent is contributed by the state government.

“Gujarat is talking about model schools. They say they’ll open what a model school will look like and a lot of grant has been passed for that… So, there is a school nearby (from where I am in Gujarat) and grant of around Rs four crores have been passed for that. I have a friend who is associated with that project. They have nearly spent Rs four crores on the school yet even plastering work has not been done on the building. They will apply for more grant, I am sure.”

Lodha also told the gathering that the teacher training programme in Gujarat remains only on the paper.

“When teachers of my schools go to these government training centres, they are made to get photographed with the trainer, offered food and then asked to leave… There is no training,” she narrated.

R C Jain, President of National Independent School Alliance and Delhi State Public Schools’ Management Association, also narrated the hurdles faced by the people in the education sector due to red-tapism, accusing the government of imposing unnecessary rules over the private schools where 30 per cent children of India study.

“Up until now I have written over 10,000 letters all over India talking about the lacunas in the RTE Act. Moreover, I represent around 4,000 schools in Delhi. They regret that they came to this field and I understand their pain… At least, give teachers the respect they deserve,” Jain said, adding, “The government should not impose rules and restrictions on the private schools, for it is important to keep their autonomy intact.”

Jain said the government through RTE Act set a limit in the number of students in a class but did not provide infrastructure to schools to accommodate them.

The speakers rued that the Right to Education Act 2009 under section (6) directs the government to establish new schools in areas where they do not exist. Contrary to this provision of the Act, various states are shutting down thousands of government schools due to falling enrolments, which is a clear indicator that more and more people prefer to send their children to private schools for education rather than free-of-cost government schools.

“In 2014-15, Rajasthan closed down 18000 government schools, Maharashtra closed down 4000 government schools and Chhattisgarh closed down 2913 government schools,” Professor Geeta Gandhi Kingdom said.

On the other hand, in accordance with Section 19 of the Act, thousands of private unaided schools which are not able to fulfill stringent infrastructure norms specified in the Act, despite producing higher learning outcomes, have also been forced to shut down. According to a National Independent Schools Alliance (NISA) report of March 2014, since the implementation of the RTE Act, 19,414 private unaided schools have been shut down or issued notice of closure (affecting the education of nearly 40 lakh children), she said.

“There should be a change at the grassroots level.”

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History of Case Study – from Columbus to Nowadays

After the introduction of the new teaching method, the Harvard Business School immediately sensed an influx of students.

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Education concept: closed book with Red Head With Lightbulb icon and text Case Study on floor, white background, 3d render

Christopher Columbus Langdell is considered the founder of the case method. History of case study starts when he becomes a dean in Harvard University. Langdell practically opened a new field in teaching, much like his famous namesake discovered America in his time. In the same way, at first he had to face difficulties, distrust and resistance of supporters of traditional education. Langdell served as dean of the law school at Harvard University. He himself was a graduate of this school, having studied there twice the allotted time and spent the extra time working at the Harvard Library. Langdell carefully studied numerous court cases and had a truly encyclopedic knowledge in this area.

At that time, students at law schools were studying by listening to lectures and studying textbooks, in which interpretations of normative acts were collected, and best practices of applying laws were described. Students memorized the material and then reproduced it in front of the teacher in class. They got this experience much later when they started practicing real practice. Langdell suggested the opposite approach, interrupting the tradition of constant cramming. Having become a dean in 1870, he immediately began to implement the case-study method — a method of analyzing real situations, inviting students to familiarize themselves with the original materials of the case and draw their own conclusion. To facilitate this work, he prepared a special collection of training materials — cases, providing each case with a small two-page introduction. In the classroom, students with the help of Langdell discussed the facts, revealed controversial points, studied the arguments of the parties, talked about the doctrines and principles underlying the case, and compared them with other legal cases.

Case Study
The difficulty was that the majority of teachers were scientists and did not have practical business experience and hence didn’t have good Case Study Material

Innovation = Conflict

At first, the innovation met sharp resistance and outrage from the students. Speaking on a given topic turned out to be much more difficult than simply reproducing a learned text. Many of the students “voted with their feet” — during the first three years of the introduction of the new method, the number of applicants decreased from 165 to 117.

Nevertheless, Langdell retained his post, and by 1895 the case study method was firmly

established in the Harvard Law School, and with it in six elite law universities (in Columbia, Yale, Chicago, and others). By the 1920s, the method of handling cases from real court practice became fundamental in legal education and remains so to this day.

First business cases

In the business environment cases also came from Harvard. In 1908, the Harvard Business School (HBS) was founded, which began to award Master’s degrees in business (Master of Business Administration). At first, things were not going very smoothly – “we had to deal with sponsors from the business community, not at all enthusiastic, loud and skeptical students, jealous and cynical university colleagues, and trustees, not to mention financial problems.” Only eight of the thirty-three students of the first set reached the second year of study.

Case Study
By the 1920s, the method of handling cases from real court practice became fundamental in legal education and remains so to this day and is used as case study

The idea to build training around the discussion of problems related to business management arose from the first dean of the school, Edwin Gay, and the first trial course entitled The Art of Doing Business was read in 1912.

Professors Were Smart… But not Enough

The difficulty was that the majority of teachers were scientists and did not have practical business experience. Therefore, at first, managing managers and directors of large firms, owners of their own companies, who shared real situations with their audiences, were invited to the Harvard Business School. Students analyzed what they heard and two days later submitted written reports with recommendations for solving the problem, and then discussed them in the audience.

However, the case-based method was finally established in HBS only half a century after its invention by Langdell — in the 1920s, when a graduate of the Harvard Law School, corporate finance specialist Wallace Donham was appointed dean. Donham spoke of his work this way: “I did not have theoretical knowledge in business, and my teachers, as I found out, had little practical experience in this field. To get used to each other was very problematic.

Donham himself was an ardent supporter of the use of the case method. The only obstacle was the lack of ready-made materials like published collections of court decisions. Donham convinced his colleague, marketing professor Melvin Copeland, to remake his training program as a pilot project and include a description of several real business problems. Published in September 1920, this program is considered the first collection of business cases. Students discussed the situation in the audience, analyzed it from different sides and offered solutions. Unlike legal cases, business cases often did not have a ready answer, and students learned to act in the face of uncertainty, tight deadlines and a lack of information.

case study
Unlike legal cases, business cases often did not have a ready answer, and students learned to act in the face of uncertainty, tight deadlines and a lack of information, therefore case study are crucial

After the introduction of the new teaching method, the Harvard Business School immediately sensed an influx of students: their number increased from 30–50 annually accepted applicants to 500 in 1932.

Top-9 Facts about Case Studies

  1. The teachers of the Harvard Business School (HBS) wrote about 80% of the cases used for training around the world.
  2. Each year, HBS teachers create about 350 cases on the basis of real business situations. It takes from one to four months to write a case.
  3. The main characters of the cases are mostly men (91%); in the next five years, HBS plans to increase the number of female characters in cases up to 20%
  4. At the height of the Second World War, HBS teachers wrote 600 custom case studies for military personnel.
  5. On average, in two years, every MBA student at HBS studies 500-600 cases and spends 80-90% of his time doing it.
  6. In HBS, there is a common practice when a real prototype of the main character of a case is present during the analysis (personally or in video mode), answers students’ questions, comments on their decision and explains how and why he acted in a real situation.
  7. In May 2008, HBS decided to diversify the format of cases, make them more elegant, literary, with a bright cover and sell them as books near cash desks in stores. Similar cases can be targeted, for example, for housewives. For this, HBS has already signed a contract with a famous American novelist Danielle Steel.
  8. It is believed that most of the heroes of the cases are top managers. However, there are also cases dedicated to athletes, cultural figures, community leaders and government officials. So, some famous cases are devoted to the former head coach of Manchester United, Sir Alex Ferguson, tennis player Maria Sharapova, and even Lady Gaga.
  9. HBS has Kids Case Discussions — a special children’s class for children of graduates. University professors teach classes, and children discuss real, un-adapted Harvard cases with them.

This article is provided by an expert from GetCaseStudy.com – professional custom case study writing service.