Designed To Enable Continuous Reinforcement Of Company Culture

By Patrick Hanna

Because in many developing countries, curricula and curricula are designed for elite students and not for ordinary students, efforts to increase the content of knowledge aim to improve the capacity of schools. Studying is often very sad. In the early 1990s, Michael Kremer wanted to do a simple experiment, thereby conducting the first randomized

• Language: English
• Publisher: Patrick Hanna
• Release date: Oct 2, 2023
• ISBN: 9798868952838

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Designed To Enable Continuous Reinforcement Of Company Culture

Designed To Enable Continuous Reinforcement Of Company Culture

Copyright © 2023 by Patrick Hanna

All rights reserved

TABLE OF CONTENTS

CHAPTER 1 : WHY SCHOOLS FAIL

CHAPTER 2 : THEY ARE PART OF GROUP WORK

CHAPTER 3 : TOUCH THE SKY

CHAPTER 4 : BUT LEADERSHIP IS NOT ALWAYS NECESSARY ONLY

CHAPTER 5 : OUR ULTIMATE GOAL

CHAPTER 1 : WHY SCHOOLS FAIL

Because in many developing countries, curricula and curricula are designed for elite students and not for ordinary students, efforts to increase the content of knowledge aim to improve the capacity of schools. Studying is often very sad. In the early 1990s, Michael Kremer wanted to do a simple experiment, thereby conducting the first randomized evaluation of an intervention policy in a developing country. In this first attempt, he wanted to find an uncontroversial case in which the impact of the intervention was clearly evident. Textbooks are perhaps the perfect example: Schools in western Kenya (where the study was conducted) have very few textbooks, while textbooks are recognized as important inputs almost everywhere in the world. gender. (Official) textbooks were distributed to 25 of 100 randomly selected schools. The results were very disappointing. There was no difference in average test scores between students who received books and those who did not. However, Kremer and colleagues found that students who initially did well (scoring near the top of the chart before the study) made great progress after being given textbooks. The story begins to unravel. In Kenya English is the official language of education, and of course textbooks are also written in English. But for most children in this country, English is only a third language (after the local dialect and Swahili, the native language of Kenya), and it is almost impossible for them to master it. Therefore, English textbooks will never help the majority of students.[144]Similar results were found elsewhere with other inputs (from clipboards to the ratio of high-quality teachers). If intervention measures are not carried out in parallel with educational reform or changes in reward policies, no matter what the input is, it will have little effect.

Surely now we understand clearly why for an ordinary student, private school is not really effective, because the only goal of this school system is to practice fighting cocks for difficult national exams. success, from then on will be a stepping stone to create momentum for them to achieve greater things. This goal requires students to study the program in advance and have a fairly broad amount of knowledge. It is a sad reality that most children fall behind, but it is inevitable. The school where Abhijit studied in Calcutta was quite aggressive in expelling the worst students in the class so that every year when the graduation exam came, the school could achieve a perfect pass rate. Primary schools in Kenya also apply a similar policy, at least from grade 6. Parents share the same opinion as the school, so they have no reason to pressure the school to do otherwise. Every parent wants their child to receive a superior curriculum, even though in reality they have no way of knowing what their child is actually learning, nor have they ever considered a curriculum. What is the benefit of that? For example, teaching in English is very popular in the South Asian region, but because they do not know English, parents cannot know whether the teacher is actually teaching in English or not. On the other hand, they don't care much about summer camps or night classes - the kids who need these types of programs never get lucky draws, so what's the point?

We can also see why Pratham's summer school program is successful. Public school teachers may have the pedagogical skills to teach weaker students, and are even willing to put in extra effort during the summer, but once the new school year begins they think, or are forced to think that it is no longer my responsibility. Recently, in Bihar, we conducted an evaluation of Pratham's initiative to integrate remedial education programs into the public school system. This initiative includes training teachers to work with the curriculum, and training volunteer teaching assistants for classrooms within the program. The results were astonishing. In (randomly selected) schools that offered both teacher and volunteer training, the benefits were enormous, reflecting all of Pratham's results above. On the other hand, in places where only teacher training is carried out, almost nothing has changed. Those same teachers teach very well at summer camp but fail to make a difference at their own schools. It seems that the constraints of formal education and the need to focus on covering the entire curriculum have become too great a barrier. This is not just the teacher's fault. As required by the recent Right to Education Act in India, completion of the curriculum is mandatory.

More broadly from a sociological perspective, this pattern of beliefs and behaviors means that most school systems are both unfair and wasteful. Rich children attend schools that not only teach more and better, but also have teachers who care and help them reach their true potential. And poor students end up studying in schools that from the beginning are indifferently ignored if they do not show special talents, and indeed these students have no choice but to work silently. resigned to dropping out of school.

This reality causes a serious waste of talent. Most people who drop out of primary school and university, including those who have never gone to school, are victims of erroneous assessments. Or the parents let go too soon, or the teacher never tried to explain further, or maybe they themselves were too lacking in confidence. Certainly some people have the potential to become economics professors or executives of large industrial establishments. But instead they have to do manual labor to manage their daily food or help in sales, and if they are lucky, find some odd secretarial job. They accidentally leave vacant positions that should be theirs, and people who have no potential but are given every opportunity by their parents to realize their dreams will fill those vacancies.

Of course, everyone knows that talented scientists, from Albert Einstein to the Indian mathematical genius Ramanujam, did not succeed in school. The story of Raman Boards company proves that this is not just true for a few outstanding individuals. A Tamil engineer named V. Raman founded Raman Boards in Mysore in the late 1970s. The company manufactured industrial paper products, such as cardboard used in voltage transformers. One day, V. Raman encountered the young man Rangaswami in front of the factory when he came to apply for a job. Rangaswami grew up in a very poor family, and although he was educated, he only had a technical certificate, not a proper university degree. Faced with the young man's urgent and pleading attitude, Raman asked a quick question to test his intelligence, and ended up recruiting this person because he was so impressed with his answer. Every time there is a technical problem, Rangaswami is given work. Initially he worked with Raman, but later he gradually found creative solutions on his own. Eventually, Raman's factory was bought by the giant Swiss multinational ABB, and today it remains ABB's most efficient factory in the world, including those in Switzerland. Si. Although Rangaswami did not have a formal engineering degree, he became the head of the engineering department. His colleague Krishnachari, another talent discovered by Raman, used to be a carpenter and did not have much education, and is now also a key manager of the machine parts department.

Raman's son Aroon, who ran the company before it was acquired, now runs a small R&D unit with some former employees who worked at Raman Boards. The core of the research team consists of four people, two of whom have not completed high school and do not have engineering degrees. According to Aroon, they are smart people, but the problem is that they are not confident in expressing their opinions, so how can others know their talents? Because this is just a small workshop and conducts a lot of research and development work, the talents of these people are discovered. However, it still takes a lot of patience to fully exploit their abilities, and these people always need encouragement.

Obviously it is not easy to imitate this approach. The problem is that there is no simple way to discover talent if we are not willing to take the time and give people the opportunity to prove their abilities, which every education system should do. However, Raman Boards is not the only company that believes that there is still much undiscovered talent out there. Infosys, one of the giants of the IT industry in India, has built testing centers where people, including those without formal qualifications, can come and take intelligence and aptitude tests. Analytical skills rather than book knowledge. Those who achieve good results will become interns, and successful interns will get jobs. This path to finding talent is the hope of those abandoned by the education system. When Infosys closed its testing centers due to the global crisis, it became the front page news of many newspapers in India.

Unrealistic goals coupled with an unnecessarily pessimistic attitude and inappropriate teacher incentives will certainly cause educational systems in developing countries to fail in two tasks. Basic services: providing complete basic skills, and talent discovery. Furthermore, ensuring the quality of education is becoming more and more difficult. Education systems around the world are facing many headaches. Enrollment rates are growing faster than resources, and with growth in the high-tech professions sector, the world is seeing an increase in demand for elite people who would otherwise These people often choose to become teachers. Instead, they now become programmers, computer system managers and bankers. This phenomenon will make finding good teachers at the elementary school level more difficult than ever.

Is there a solution, or is this problem too complicated?

EDUCATION REFORM

Fortunately, all the evidence points to the conclusion that it is not difficult, and even easy, to make basic education available to all children, as long as one focuses only on that goal.

A remarkable social experiment in Israel shows how well schools can do. In 1991, in just one day, about 15,000 poor Ethiopian Jews and their children were evacuated by plane from the Addis Ababa area, and resettled in many communities scattered throughout Israel. There, these children whose parents only attended school for an average of 1-2 years enter elementary school along with other children, including those who have long resided in Israel and those who have recently immigrated from Russia. Parents of this group of children have an average number of years of schooling up to 11.5 years. It can be said that the family backgrounds of the two groups of children mentioned above are completely different. However, this difference narrowed significantly as many years later, children who entered school in 1991 prepared to graduate from high school. 65% of Ethiopian children go straight to 12th grade without repeating a grade, compared to 74% of Russian immigrant children. It turns out that most of the seemingly harsh disadvantages of family circumstances or childhood living conditions can be compensated for if favorable conditions are met.[145]At least this