Strategic Management.

Assessment-1

Prepared By:

Wishways Srinivas

Strategic Management
1. Answer the following questions:
a) What do you think are the core competencies of PraDigi? Pick at most two distinct core
competencies. Try to pick core competencies that are specific to PraDigi and not general to
Pratham.
Answer:
Pratham was innovative from the launch, partnering with UNICEF and the megacity authorities of
Mumbai in a new arrangement meant to reach those left behind — the slum children in Mumbai
megacity. Over the past 20 times, the association has widened its compass to include working
with children in primary & upper primary grades, dropout students, and youth in need of
vocational skills in both rural and urban India. Pratham’s interventions rely on workers supported
from the original communities, a model it has since replicated in 20 of India’s 29 countries, making
it one of the country’s largest non-governmental education providers.
In addition to furnishing tablets to rural communities, this digital action includes a learning app
that offers children high quality, interactive content to improve their basic literacy and numeracy
skills, support their subject-specific capabilities, and promote their ability to think critically and
work collaboratively.
Pradigi core capabilities are suitable to digitized precisely curated content in different ways which
can also be used by children and youthl grown-ups to improve their basic literacy and numeracy
skills to support their education.
b) Name two tangible resources that PraDigi possesses. Pick one financial resource (for instance,
funding) and one physical resource (for instance, computers). Be specific and detailed.
Answer:

Physical Tangible Resources

Electronic tablets pre-loaded with content curated by Pratham in villages lets to help increase
children’s engagement with literacy. Children of different ages and grades formed small
neighbourhood groups and shared one tablet. The tablet started the children’s curiosity as most
of them weren't familiar with devices since they didn't have access to even a cell phone. They
played with the tablets and learned how to use the camera to retake and edit videos.
Learning centre was opened equipped with a Raspberry Pi, a low- cost computer. The computer,
equipped with an monitor, keyboard, hard drive, webcam and microphone, was installed at a cost
of roughly $ 200. It served three functions. It handed protected Internet access to 350 educational
websites curated by the Pratham team. It had a digital library that stored content and videos
created by the children.

Strategic Management
Financial Tangible Resources
United Nations International Children’s Emergency Fund
Around tablets, funded by the CSRj sector of communication service provider Vodafone, were
distributed among the groups.
Sarva Mangal Family Trust (SMFT)k and Google.org also supported this cause and released
finances
c) Name two intangible resources that PraDigi possesses. Focus on reputation, particularly the
Pratham brand, and its relationships. Describe how these serve as resources.
Answer:
The Pratham team worked directly with children and youth as well as through large-scale
collaborations with government systems. In ‘direct’ work, a Pratham educator worked with
children either in the academy or in the community, whereas the ‘partnership’ model involved
Pratham working nearly with government brigades at the state, city, or distric position to design
and apply programs.
Pratham’s hybrid learning model was being used in vocational training programs. Though
important of the assessment was grounded on work output, the trainees were also assessed on
the app internally before they were placed in jobs.
Pratham partnered with J-PALf to help address the literacy extremity in primary schools in Africa
through the TaRL methodology.
Pratham banded with multitudinous partners to curate, develop and co-create learning resources
for the non-traditional class. The content was developed with two main points in mind —
children’s level of engagement and learning issues. Videos which were infrequently watched or
activites which were infrequently accessed, were removed or replaced.
Tablets are distributed to groups of children in rural village who direct their own literacy path. The
content is regularly streamlined and pupil progress data is periodically collected.
Literacy content for pre-schoolers, primary school children and upper primary school children is
available in major Indian languages including Punjabi, Assamese, Bengali, Odiya, Telugu, Tamil,
Kannada, Marathi, Gujarati, Hindi and English.
Pratham Digital has produced over 1700 videos and 200 learning games. These resources have
been stationed and covered in numerous rural and urban communities. With each passing year,
this depository of content – videos, games and applications has grown to feed to the interests and
engagement of children.

Strategic Management
Translating videos into 11 indigenous languages helped them come applicable and accessible to
learners in all countries.
d) Name two human resources that PraDigi possesses. Pick one as know-how and one as a
capacity to collaborate. Give examples to illustrate how these resources benefit the
organization.
Answer:
Madhav Chavan
Madhav Chavan is the visionary behind mass scale work for adult knowledge in the slums of
Mumbai as a part of the Public Knowledge Charge in the slums of Mumbai. In 1994, as a result of
an action of UNICEF in Mumbai, Pratham was set up to address problems of universal primary
education in Mumbai.
Dr. Chavan has since also led the development of the association and its programs. Pratham has
several mass-scale inventions similar as the Annual Status of Education Report in the area of
assessment and the Read India movement in the delivery of education for the depressed to its
credit.
Chavan’s belief that each child learned swish when the content and pace matched his or her
position, the digital action readdressed education by creating an open knowledge’ terrain for
children and the youth.
Nishant Baghel
Baghel directed to curate the content and made sure it is fun and engagement to get the children
interested in the tablet.
Baghel and his team observed how the children studied together outside a formal school
structure; how they engaged with the device; how they explored the content and which videos
and games they found intriguing. Sustaining children’s interest was the toughest task. They
analysed that when they launched PraDigi, children were passive consumers of digital content and
in order to hold their interest they demanded to make them active participants. The team
observed that the pre- loaded content similar as games was interactive, but other content like the
science experiments encouraged activity away from the tablet, which was more engaging.
Baghel and his team noted “Through every year of the project, one factor remained constant,
children naturally enjoyed doing something with friends. Thus, the emphasis continued to be on
learning in a group. They used their observances and children’s feedback to continuously develop
the content and track engagement.” To have the children’s interest, they stoked the content
through village affairs, competitions, quizzes, etc.
e) Name two operational capabilities that PraDigi has. Focus one on managing volume and one
on ensuring quality. Link these to what Pratham had as operational capabilities before PraDigi.

Strategic Management
Answer:
Operational capability on managing volume.
Structure on the principle of ‘education for education,’Pratham decided to expand through a
youth network. Around youth members across town lets were engaged as trainers in the PraDigi
Open Learning program. The idea was that these communities would be ‘demonstration sites’
where new ideas and resources would be enforced.
One similar pilot was organized with the Raspberry Pi Foundation where trainers were trained in
introductory computational thinking concepts. In return, they were asked to tutor the children on
their systems. The youth formed Code Clubs through which they learned Scratch programming
and counselled the children too. There were over 400 code clubs with over 1,100 active members
in 40 villages lets by the end of the pilot. The slinging model of training motivated the youth to
learn further themselves and engage effectively with the children.
PraDigi Open Learning was also launched in urban communities in larger cities similar as Pune,
Bangalore, Delhi and Mumbai. In urban areas, the operation patterns were different. With more
students going to English-medium schools, and advanced smartphone penetration, the interest
was less. “We altered the content to concentrate on computational thinking and English,” said
Annapoorni Chandrashekar.
Either, the social structure in the urban areas was different from rural communities as numerous
parents and aged siblings weren't always present in the house since they were working and
studying. In urban communities, Pratham formed youth groups comprising students from schools
and colleges and asked them to support the children.
The digital action was a fresh input in Pratham’s work to educate marginalized children in rural
areas. Thus, the resources and tablets were made available in Pratham’s foundational and
vocational programs and in the early non age education programs on an experimental base,
adding another dimension to the expansion.
Operational capability on quality.
Quality has also been a major focus area for the. There was wide difference in students learning
levels. Teachers had to complete the syllabus within a specified time and concentrated on the ‘top
of the class.’ students were promoted to the next grade automatically, up to grade 8, until the law
was amended in 2019. 3 many students entered a grade without acquiring that grade- position
knowledge. Trained teachers were in short supply, and teacher absenteeism was common.
Pratham concentrated on high- quality, low- cost and replicable interventions to address gaps in
the education system.
The trainers were trained by the Pratham team in person and through video calls. One of the
trainers said he was shown how to use computers and how to help children with their arts and
science projects. The social status of the youth changed when they came trainers. Another trainer

Strategic Management
participated “We command a lot of respect from the community.” The most common problems
with the tablets that the trainers addressed were specialized.
Meanwhile, the content for the children was organized according to subjects and ‘mini-courses’
were created. The courses had a completion date and included videos, trials and conditioning on
each content. To complete the course, the children watched videos, shared in conditioning with
and without the device, and their systems were showcased to the village elders and assessed
digitally.
Pratham banded with multitudinous mates to curate, develop and co-create literacy for the non-
traditional class. The content was developed with two main points in mind — children’s position
of engagement and literacy issues. Videos which were infrequently watched or conditioning which
were infrequently penetrated, were removed or replaced.
f) Name two dynamic capabilities that PraDigi has. For example, one can be on innovations in
education delivery, and the other on responsiveness to trends in rural schools. Discuss with
examples.  
Answer:
Inventions in Education
Pratham Digital has produced over 1700 videos and 200 learning games in the last few years.
These resources have been stationed and covered in numerous rural and urban communities.
With each passing year, this depository of content – videos, games and applications has grown to
the interests and engagement of children.
Contextualized content was with inputs from the children. For example, videos created to learn
English were grounded on everyday exchanges. Science content had simple activities that children
could do for a better understanding. The videos on the leassons were filmed in rual settings and
the sound and illustrations imaged the children’s real lives so that they could relate.
Camera was used as a learning tool. The children, for example, explored content on irrigation
systems on the tablet and also made a video of the system in their village over the once 50 years.
Children who were originally reticent to participate as they weren't interested in school subjects,
crushed their hesitation and became involved in conditioning similar as re photographing videos.
It was the first step towards making children content generators. Soon some children were
confident enough to challenge the Pratham platoon, saying, “We can make better videos than
you.”
This new approach to digital learning created a buzz and associations similar as the Sarva Mangal
Family Trust (SMFT) k and Google.org came forward with their support to help gauge this
experimental approach to further communities and restate the content to 11 indigenous
languages.
Rephrasing videos into 11 indigenous languages has helped them come applicable and accessible
to learners in all countries.
Strategic Management
Responsiveness to trends
Grounded on trends, it estimated that India would increase the number of internet users by about
40% to between 750 – 800 million and double the number of smartphones to between 650-700
million by 2023.
Although around 78 of India’s1.4 billion population had cell phones, tele- density in rural areas
was around 57%.
Data showed that access to virtual literacy was far from universal in India. In urban areas, 23.4%
of homes had computers and 42% had access to the internet, while the corresponding figures in
rural areas were 4.4 and14.9 independently.
All these factors combined led to low literacy issues in schools, especially in rural areas. By grade
8, children were anticipated not only to have learned foundational skills but to have progressed
well beyond the introductory stage. Still, data indicated that children were falling behind in
learning. Around 50 of children in grade 5 couldn't read a grade 2 position textbook.
PraDigi Open Learning, was launched in rural domestic communities, away from schools, to avoid
“fitting” into the content counterplotted to an academic class. It involved the distribution of
electronic tablets pre-loaded with content curated by Pratham in village lets to help increase
children’s engagement with learning. Self- directed peer group learning was encouraged, but
children also took backing from parents and siblings. The tablet started the children’s curiosity as
most of them weren't familiar with devices since they didn't have access to indeed a cell phone.
They played with the tablets and learned how to use the camera to retake and edit videos.
2. Pratham asked itself “Should PraDigi be used to replace schools during the Covid-19
lockdown?” How did the various competencies, resources, and capabilities discussed in part 4
allow PraDigi to answer this challenge?
Answer:
Chavan felt that in numerous ways, Pratham had the resources to help during the lockdown. Its
digital content had been restated into numerous Indian languages that could be participated
across different countries. “We didn't circumscribe the content to handbooks and had a
depository of content in different Indian languages that we could partake,” he added.
Besides, Pratham’s hubrid learning model was being used in vocational training programs. Though
important of the assessment was grounded on work affair, the trainees were also assessed on the
app internally before they were placed in jobs. Since domestic training centres were shut due to
the lockdown, virtual classes were being held and Pratham planned to extend the program to
migratory diurnal paycheck workers who, rendered unemployed by India’s coronavirus lockdown,
were leaving metropolises to return home to their town lets.
PraDigi Open Learning has shown that children can learn singly outside a formal training system.
This model could be gauged fleetly, and it could support the academy system and may be of
interest to the government.

Strategic Management
Electronic tablets which were pre-loaded with content curated by Pratham in villages lets would
help increase children’s engagement with literacy. Children of different ages and grades can form
small neighbourhood groups and partake the tablets. Tone- directed peer group learning can be
encouraged, and children can also take backing from parents and siblings.
Their digital action also included a literacy app that can be abused to offer children high- quality,
interactive content to ameliorate their introductory knowledge and numeracy chops, support
their subject-specific capabilities, and promote their capability to suppose critically and work
collaboratively.

Strategic Management