Harvard Case - Mrida: Nurturing The Love for Learning Among Tribal Children in India
"Mrida: Nurturing The Love for Learning Among Tribal Children in India" Harvard business case study is written by Saumya Sindhwani, Lakshmi Appsamy, Urmi Mehta. It deals with the challenges in the field of Strategy. The case study is 12 page(s) long and it was first published on : Jul 10, 2023
At Fern Fort University, we recommend Mrida adopt a hybrid business model that combines its existing strengths in providing quality education with a digital transformation strategy to scale its impact. This approach will involve leveraging technology to create a sustainable and scalable educational ecosystem for tribal children in India.
2. Background
Mrida, a non-profit organization, aims to bridge the educational gap faced by tribal children in India. They operate residential schools and community learning centers, providing quality education and fostering a love for learning. The case study highlights Mrida's challenges in scaling its operations and reaching a larger number of children due to limited resources and infrastructure.
The main protagonists of the case study are the founders of Mrida, who are passionate about providing education to underprivileged children. They face the challenge of balancing their commitment to quality education with the need to expand their reach and impact.
3. Analysis of the Case Study
SWOT Analysis:
Strengths:
- Strong commitment to quality education: Mrida's focus on providing high-quality education with a holistic approach is a significant strength.
- Experienced and dedicated team: Mrida has a passionate and experienced team committed to the cause.
- Strong community relationships: Mrida has established strong relationships with local communities, which are vital for successful implementation.
- Positive social impact: Mrida's work has a demonstrable positive social impact on the lives of tribal children.
Weaknesses:
- Limited resources: Mrida faces financial constraints, limiting its ability to expand operations.
- Lack of scalability: The current model is not easily scalable to reach a larger number of children.
- Limited technological infrastructure: Mrida lacks the technological infrastructure to effectively implement digital learning solutions.
Opportunities:
- Growing digital literacy: The increasing penetration of the internet and mobile devices in India presents an opportunity for Mrida to leverage technology.
- Government support: The Indian government is increasingly focusing on education for marginalized communities, presenting opportunities for funding and partnerships.
- Partnerships with corporations: Mrida can partner with corporations for funding, technology, and expertise.
Threats:
- Competition from other NGOs: Mrida faces competition from other NGOs working in the same space.
- Funding challenges: Securing consistent and sustainable funding remains a challenge.
- Lack of skilled teachers: Finding and retaining qualified teachers in remote areas can be difficult.
Porter's Five Forces:
- Threat of new entrants: High, as the non-profit sector is relatively easy to enter.
- Bargaining power of buyers: Low, as beneficiaries are largely dependent on Mrida's services.
- Bargaining power of suppliers: Moderate, as Mrida relies on various suppliers for resources.
- Threat of substitutes: Moderate, as other NGOs and government programs offer alternative educational solutions.
- Rivalry among existing competitors: High, as the non-profit sector is characterized by intense competition for resources and beneficiaries.
Value Chain Analysis:
Mrida's value chain consists of the following activities:
- Research and Development: Identifying the educational needs of tribal children.
- Curriculum Development: Designing and developing age-appropriate and culturally relevant curriculum.
- Teacher Training: Providing training to teachers on effective teaching methodologies.
- Infrastructure Development: Building and maintaining residential schools and community learning centers.
- Student Support: Providing academic and emotional support to students.
- Community Engagement: Building relationships with local communities and involving them in the educational process.
- Fundraising and Resource Mobilization: Securing funding and resources to support operations.
4. Recommendations
1. Digital Transformation Strategy:
- Develop a comprehensive digital learning platform: This platform should include interactive learning materials, online assessments, and teacher training modules.
- Leverage technology for teacher training: Implement online teacher training programs to enhance their skills and knowledge.
- Utilize mobile technology: Develop mobile applications for students and teachers to access educational content and resources.
- Establish a strong online presence: Create a website and social media pages to promote Mrida's work and attract donors.
2. Hybrid Business Model:
- Expand online learning programs: Offer online courses and programs to reach a wider audience, including children in remote areas.
- Develop blended learning models: Combine online and offline learning to provide a flexible and engaging learning experience.
- Establish partnerships with educational institutions: Collaborate with schools and universities to provide online learning opportunities for tribal children.
- Offer skill-based training programs: Develop online programs that equip students with vocational skills and prepare them for employment.
3. Strategic Partnerships:
- Partner with technology companies: Collaborate with technology companies to develop and implement digital learning solutions.
- Seek partnerships with government agencies: Explore opportunities for funding and support from government agencies focused on education.
- Engage with corporate social responsibility programs: Partner with corporations to leverage their resources and expertise.
4. Sustainable Funding Model:
- Diversify funding sources: Explore alternative funding sources, including social impact bonds, crowdfunding, and grants.
- Develop a robust donor management system: Implement a system to track donor contributions and engagement.
- Create a social enterprise arm: Establish a social enterprise that generates revenue to support Mrida's core activities.
5. Basis of Recommendations
These recommendations are based on a thorough analysis of Mrida's strengths, weaknesses, opportunities, and threats. They align with Mrida's core competencies and mission to provide quality education to tribal children. The recommendations also consider the needs of external customers (tribal children) and internal clients (teachers and staff).
The recommendations are attractive due to their potential to increase reach, improve efficiency, and generate sustainable funding. The digital transformation strategy will leverage the growing penetration of technology in India to reach a larger number of children, while the hybrid business model will create a sustainable and scalable educational ecosystem. Strategic partnerships will provide access to resources, expertise, and funding, while a sustainable funding model will ensure Mrida's long-term financial stability.
6. Conclusion
By embracing a hybrid business model and leveraging technology, Mrida can significantly increase its reach and impact. This approach will enable Mrida to provide quality education to a larger number of tribal children, fostering a love for learning and empowering them to achieve their full potential.
7. Discussion
Alternatives:
- Continuing with the current model: This option would limit Mrida's reach and impact, as it would not address the challenges of scalability and resource constraints.
- Focusing solely on online learning: This approach could be challenging due to the lack of digital literacy in some remote areas and the need for physical infrastructure for certain learning activities.
Risks and Key Assumptions:
- Digital divide: The success of the digital transformation strategy depends on overcoming the digital divide and ensuring access to technology for all students.
- Teacher training: Effective implementation of the digital learning platform requires adequate teacher training and support.
- Funding: Securing sustainable funding for the digital transformation and hybrid business model is crucial.
8. Next Steps
Timeline:
- Year 1: Develop a digital learning platform, pilot online programs, and establish key partnerships.
- Year 2: Expand online learning programs, implement blended learning models, and secure sustainable funding.
- Year 3: Evaluate the impact of the digital transformation and hybrid business model, refine strategies, and expand operations.
Key Milestones:
- Develop a comprehensive digital learning platform: Q1, Year 1
- Pilot online programs: Q2, Year 1
- Secure strategic partnerships: Q3, Year 1
- Expand online learning programs: Q1, Year 2
- Implement blended learning models: Q2, Year 2
- Secure sustainable funding: Q3, Year 2
- Evaluate impact and refine strategies: Q4, Year 3
By implementing these recommendations and taking proactive steps to mitigate risks, Mrida can create a sustainable and scalable educational ecosystem that will empower tribal children in India and contribute to a brighter future for generations to come.
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Case Description
The case documents the challenges of Priya Nadkarni and Digvijay Singh, the cofounders of Mrida Education and Welfare Society (MEWS). Recognizing the need for intervention at a much early stage of learning to alter the mindset and nurture a love for learning, the duo established the Riverside Natural School (RNS) under MEWS in 2016. RNS introduced innovative teaching models drawing on the tribal children's innate cultural capital and core strengths by integrating sports, computers, robotics, and other new-age technologies with the conventional formal education curriculum. The aim was to make the tribal children of the Mandla district in Madhya Pradesh develop a love for learning, gain worldly exposure, develop higher aspirations to become education-oriented, and thus be ready to take up jobs without any inhibitions. In this process, they identified the inherent socioeconomic issues and started addressing them. The program started showing results, beneficiaries grew in number, and outcomes improved.Also, public and private partnerships started building up for MEWS. What started with pre-primary to class four expanded to offer the program up to class seven. As children at the RNS started progressing to higher classes, Nadkarni and Singh felt the need to transition to a fully residential higher secondary school. This warranted extensive investment in infrastructure. With a nearly fully subsidized service model and reliance on donations, predominantly from individuals, Mrida had to mobilize funds for its expansion. In addition to funding, Nadkarni and Singh stared at a formidable human resources (HR) challenge compounded by the project's non-profit nature and geographic location.
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