Upskilling and reskilling India’s present and future workforce with digital education

Upskilling and reskilling India’s present and future workforce with digital education

hello everyone and welcome to upskilling and reskilling india’s present and future workforce with digital education a webinar discussion held in partnership between times higher education and coursera for campus my name is ashton wenborn and i’m the special project security editor at th e we’re joined today by a number of experts and decision makers from india’s higher education sector so i would like to introduce sasmita samantha pro vice chancellor of kalinga institute of industrial technology dorika prasad yunya pro vice chancellor of rv university and radha gupta managing director of india and aipac at coursera so thank you to our panel for speaking with us today and to our audience for joining the webinar we will be taking questions from the audience throughout the session so please do enter those in the q a box on your screen there is a growing demand for institutions to offer education to individuals at any stage of their lives and to deliver such teaching in a way that suits a diverse range of learners by giving individuals the opportunity to make learning a lifelong pursuit universities can help create a more knowledgeable and employable society but course providers must consider how best to deliver this new model of education in order to upskill all manner of students so i’d like to begin today’s discussion by asking susmita and darica if your institutions have seen a growing demand for lifelong learning provisions and what kind of students you’re seeing this demand coming from uh says meter perhaps you could start us off today thank you master and with my co-panelist dr dwarika and mr rago if you see the continuous learning culture coming in this country are coming in this globe yes continuous learning requirement was always there and people those who are working in different domains starting from technology to health care or economics like the domains those who are prone to change very fast the scaling and reskilling reskilling in education sector was going on and slowly we find that the this responsibility it is has come to the domain of academic institution just before two to three years the scaling the scaling and educating the people in the workplace that was the job of industries or job of the professional institutions where the people are working since long and that was going on through continuous work engagement and sometimes we find little bit of hand holding by the seniors by the experts in the domain or by the ps it was going up but suddenly we have we are finding that in last three to four years that in the way the job scenario is changing the requirement of the industries are changing so drastically i can say that the disruptions are happening in different space the disruptions are happening in technology space disruptions are happening in even in governance and political space which is influencing the economy and different type of economic system is being developed by different countries and where we find that the re-scaling of the people to match with that requirement is becoming becoming important and we find the people are slowly coming again to the academy institution to have some certification forces to have some diploma courses on different domain to keep their place secured in different industries that’s that is happening and i can say that this is the change in last four to five years great thank you to rica i wonder if you have noticed the same kind of changes that says mita mentioned and have they also been in the last four or five years has it changed over the course of the last two perhaps hi good afternoon and good morning good evening depending on which part of the world we live in at this point of time hi raghav hi professor samantha and hi ashton thank you for having me here in this very interesting discussion uh i would like to you know build on where professor sasmita had told you about the the structure of skilling and reskilling in this country so we just put up a little bit of historical perspective to this so that our audiences also understand where are we coming from in terms of what is happening in the modern uh technology driven uh education sector today so we always had large broad multi-disciplinary university systems since the british times in this country before we had the gurukula system before the britishers came and so on so forth we had high quality engineering and professional colleges and various other disciplines we had the iits the iams and other professional colleges from the 60s 50s from iits and 60s for the iims and as smith has rightly suspected as rightly said we always had tertiary institutions or institutions run by corporates so data management tmtc uh always existed a lot of other corporates had their lnd and training institutions are they added many bajaj have it many large business groups always had created their lnd and training schools which are quasi uh even public sector companies like in sun petroleum has a management development institute in pune and so on so forth indian oil has it so institutions are always had for their own employees to train retrain free skill they always existed that kind of an opportunity second iit’s to a lesser extent but iims which are the management institutions always had a large mid-tier continuous training modules and programs of various kinds they ranged from two-day workshops to one-week workshops to three-month mid-tier programs so they always had management development program or re-skilling of the mid-tier management professionals into you know gearing towards the next stage for their careers but what has changed in last at least 10 years and more prominently in last couple of years is that individuals irrespective of the domain or the organizations they belong to have realized that they are becoming redundant in the larger work environment from my own experiences in large universities as well as in the iams and the other business school system my own students who would have graduated in 10 years last 15 years and recently last five years has started coming back to me for advice is that what would they be doing for next five years they need to completely reimagine reskill unlearned a lot of things which they’ve already done with their very good degrees very good programs they’ve gone through it but they’ve realized that they’re not being able to keep pace with what is happening in the changing nature of workforce what is changing nature of skills which are now required the jobs themselves are completely being changed the new gig economy tech tech driven economies have completely reimagined digital economies and completely changed the the nature of work itself and hence students and and now corporate executives who who had gone through a traditional education system have suddenly found themselves to be in equipped to to compete with millennials compete with gen z’s compete with the new modern realities and the challenges of new workforce and hence the biggest change which i would see has come in skilling is that individuals have taken the responsibility of reskilling themselves and i’m sure raga will share the trend which is happening in coursera courses in uptrek which has happened in last five years but suddenly it’s not funded by organizations or they need to go for mandatory hr driven lnd courses individuals have started realizing that this is what they are needed to reskill themselves they are paying for it if you see the uh trend in edit tech in professional courses in last five years you have some five six major players who have emerged like upgrad talent edge eruditis a great learning and few more and there are wide ranges of professional certification courses which they’ve been able to come up with blended in a blended format and individuals are paying for it organizations are not paying maybe sometimes they reimburse the money but they are not paying for it which means individuals typically in india in the in the mid-tier career segment have realized that it’s their responsibility to invest in their own learning in their own skilling and reskilling that is the biggest change which i see is that it is moved from corporate responsibility to individual responsibility to uh to unlearn relearn and reskill themselves thank you thank you no that’s very interesting i think your points about students kind of taking their education into their own hands maybe moving it away from their employers is something that we’re definitely seeing more of and students want to control not only what they’re learning but the way that they’re learning as well um and you know you also mentioned i’m sure corsair has seen has got a great deal of insights into you know what students are coming to them what their expectations are so raghav i think we’d love to hear what what coursera is seeing in relation to um you know the points that sasmita and dorika raised yeah absolutely uh thank you ashton um and absolute pleasure to be here with professor sasmita and dr balika um i will echo some of what they’ve shared i will add to some of what they’ve shared and i will also disagree with a little bit of what they’ve shared as well and just to set context a little bit right so and we have the advantage of being able to look at a large volume of data right so on our platform you know when we think about conservative learners educators and institutions and there is you know close to 85 million learners uh close to 200 institutions and then uh sorry close to 200 educators who teach on our platform and then about 6000 institutions and i’ll share a little bit of what’s been happening especially in the last year and a half since we’ve all been uh you know uh undergoing the pandemic now when i talk about institutions these institutions comprise businesses governments and campuses you know so today we work with 2000 businesses 4 000 campuses and about 100 different uh government organizations now looking at this large you know database what we see is firstly you know if you think about industry you know we think about industry as undergoing double disruptions in scovid hit automation was already happening and kovit accelerated a lot of what automation was already doing and this double disruption has resulted in i would say four big themes the way we look at it uh first there have been job losses in many many industries you know world economic forum estimates that they’ve been over the next two three years they’re going to be 80 million job losses some have already happened some are still to come because either certain industries you know just lost business all uh work got automated right so one theme has been job losses second i think 80 plus companies are saying that they’re looking to re-skill their people and both the professor smith and dwarka spoke about new skills that companies are looking for because the way business happens is changing quite rapidly and many many companies are saying that the third thing which i think is also interesting is we’re expecting remote work is not going to go away post the pandemic going you know uh kovit will go away at certain stage but remote work will not and you know i’m joining you from our ta state near darjeeling today and it’s misty and everything and i’m being able to join from here because i’m working remotely so i’m not very tempted i was very tempted to ask which part of the hills are you in you know and i was very envious which is which is why this this nice couple of linkedin as well uh but but you know the reality is that remote work is not going to go away it is something which many companies have announced uh quite quite you know uh publicly that this is something which will stay and then the last bit of this uh four topic theme is digitalization you know 90 percent of businesses in the country have said that they are digitalizing a lot more and what this means is that the kind of skills that students will need in the future will be more digital oriented will be more data oriented and i said earlier that we are seeing this 80 million you know kind of a figure in terms of job losses that are expected to happen but at the same time there are new jobs being created and there is microsoft research which says that 150 million new jobs will get created in the next four years and most of these jobs are in the digital uh domain given some of this context firstly i think we are seeing many organizations are finding that institutions will play an even bigger role when it comes to skilling working professionals like all of us from this meeting for the future of work you know so world economic forum says 90 percent of companies have said that they are investing in this killing of their workers you know deloitte has said 80 companies are investing more in the skilling of their workers and a lot of that skilling is happening in the domains of digital data technology and so on and so forth so that’s one thing that we’re seeing second like uh uh dr said individuals are also realizing the need to invest in themselves so that whether you know an individual is spending time and money to invest in their own skilling is happening but when i look to 2000 companies you know in india who are training uh their employees on the core server platform you know an access bank or tata communications then this need for re-skilling which has really hit home in the last one and a half years of double disruption that we have seen in industry i think that has kicked in and the other thing that we have seen in these these programs is earlier to some extent a lot of these programs were about employee engagement you know if you got to provide learning and development if you sent your you know employees to a nice campus some of this was about training some of this was about employee engagement a lot of them have shifted to skills first learning focus on a specific skill and get your employees ready for that you know obviously for the last year and a half they’ve all been happening online they’ve not been happening on physical campuses and online could be on a platform like cosella which is a lot of asynchronous learning from top universities or it could be a live program for from you know kit or another institution where faculty are conducting some of these programs uh live so yes we are seeing massive adoption and increase in the level of lifelong learning it is happening at an individual level you know in india i think last year in january we had five million learners on our platform and we closed last year with 12 million learners on our platform so it went up by 110 so those are individuals coming and investing in their learning but we are definitely seeing institutions investing in the learning and development of their employees and i think as we progress this conversation what does that mean for higher education i think is a topic that would be good for us to kind of talk about as well thank you raghav i think that overall gives us a really good starting point for the conversation clearly students are interested in upskilling and reskilling um but i suppose as as the course providers what does that look like for you you know how how do you change the way that we deliver education from being um you know the kind of uh dwarika you mentioned having quite broad multidisciplinary institutions is that set to change how you know what is it going to look like i think the way things are moving in india especially in terms of the new education policy which was unveiled last year so that has come up as a really good broad-based uh policy framework for universities and colleges to adopt and adapt to and that has a refreshingly you know given a lot of emphasis on skilling a lot of emphasis on balancing the three pillars of knowing doing and being where a lot of new programs have been introduced for mental well-being for managing your career managing self and one side of it another side is all about a tremendous emphasis has been given on internships live projects and most importantly for the first time ever indian institutions are being offered an opportunity to provide modular education which is credit-based modular education so the way it is being defined that now we are moving away from a three-year degree program at an undergraduate level increasingly to four-year programs uh from two-year master’s programs to maybe one-year master’s programs and directly from master from undergraduate programs to phd programs so that is structurally one change has happened that slowly all our undergraduate programs will become four year programs but at the same time modularity is being provided that if you if you finish one year of college you get a certificate if you get two years finish two years of college you don’t you’re unable to study further or you want to take a break at this point of time you can go to work come back after two years finish your graduation or finish your post graduation in that sense so not a modularity you still get a diploma you finish three years you get a bachelor’s degree you finish four years you get a bachelor’s degree with an honors so i think i think this has really provided a wide gamut of experimentation undergraduate large universities can now focus on i’m sure larger and older institutions like ait has always been at the forefront of changes but younger ones like like mine at bengaluru where we’re just setting up a large liberal undergraduate university in three domains of economics finance design and liberal arts i think for us it’s a it’s it’s a good challenge for us to start incorporating a lot of these modularity more importantly it allows us to provide course content exceedingly high quality course content from moocs from large platforms like coursera like edx this is a really huge welcome change while we do have our own platforms like swayam and nptel but i think suddenly if a flexibility is being given to institutions like ours and if we can manage the cost part of it it will give us a huge philip to the quality of content quality of instruction which can be we can easily provide and can curate rather than creating that content ourselves where we might not have the capability we can easily partner and curate that particular content with platforms collaborating in a platform with coursera and others which was very much integrated as part of the degree program itself which has been the case earlier in the other western universities but today with nep giving us that kind of a flexibility to integrate high quality content from world over from wherever we can we should do that at the same time huge emphasis is being given on the uh internships and immersion part of it which brings us this killing that okay what kind of skills every year what kind of things we can collaborate with industry industry partners can come we can co-create and co-deliver industry-led uh programs where students get get not just internship but a job offer after working in three years to four years along with that particular industry in a particular segment so i think new age new age technology companies large data companies data science organization analytics firms uh large consulting organizations banks and others will be very very happy to uh to collaborate with academic institutions which in the past they had not that collaborated only with either engineering colleges or with professional management institutions today we have the opportunity to completely professionalize all degree programs across domains and make them a lot more futuristic a lot more skill ready and lot more job ready so i think that is which i see is the movement towards which all of us have to go to thank you so sweeter um a lot of the points i think that derek has raised seemed to center around flexibility of learning and i’d love to hear about how you found implementing that kind of flexibility at your institution i think it kind of complicates the way that we educate people but clearly is something that is is very much in demand do you agree with that perhaps not thank you in present national education policy the core of this education policy 2020 of india it revolves around four things one is the the policy and visions that the universities should be multidisciplinary the many courses should be offered by the universities where the students should be getting the chances to connect themselves to different subjects and can get the knowledge out of that second objective of this national education policy is to give autonomy to take the decision to each and every stakeholders starting from the students the faculties the authorities of the institutions and also the policy makers the students have been given authority to take the decision on which language even which language they will be studying what really they will be studying and what will be the composition of the program itself what courses they want to take that sort of flexibility is there third flexibility is coming to the students that for how long they want to be connected with which institution if they are interested to be in kit for one year and they want to take the certificate and go away from that institution and join another one institution to get a diploma or a degree that decision depends on the student only that is also there then autonomy is there with the faculty members that what courses they will be teaching and in in a program structure how much component they will be bringing from which concept which aspect that autonomy is there with the faculty members and the institutions are being given the autonomy that how they will be designing their university objective vision and from there how the programs can be designed which will be matching to their vision itself there they shows the guidelines that any university established they have to design their vision their vision should revolve around that how much local challenges the issues the local subject the knowledge base they want to bring into their university platform how much national subject they want to bring into the university platform how much international subject they want to bring into the university platform and with those subjects and with that knowledge base how the courses can be designed then the third i agi says that the decision is there without policy makers that whenever the credit banking will be there students will be moving around the institutions the universities then the responsibility lies with the policy makers how they will be integrating it so coming to the certification diploma degree and the flexibility of the courses now each one of the university in this country like ours of course of course kit was following a very flexible academic system since last seven to eight years since 2010 we started offering the choice best credit system initially as it was i we had little bit of i can say that exposure of only offering 10 to 12 credit in a flexible mode but slowly we shifted to the major miners concept we offered number of electives number of majors number of miners across the subject even our engineering students are allowed to take courses from law they can take the minors even from the school of medicine they can take the minor from school of dental sciences so that sort of flexibility is having with the students in the campus coming to the continuous learning digitalization and continuous learning whatever we are discussing today i will agree with dr dwarika whatever he spoke about the modular system of testing previously when we are discussing about executive education accommodating the executives with the regular course of education was very difficult for the universities because anyone was interested to come for the industry to learn from the academic institution they have to live there at least for one semester to complete a course so that sort of system we all are following in the university but now slowly by keeping on the requirement of the course and keeping on the requirement of the target audience the courses are being designed the courses for each and every course the decisions are being taken in the university level in the institution level that of how much time a student should be connected to this course to learn the subject properly how much time they should tell us they should invest on this course to apply that knowledge and to learn through application so by keeping that in mind the modular designs are being made which is facilitating the executives to come and connect to the academic institution and long the course in a particular period of time it can be two or two months three months four months but i think that after this outbreak of profit 19 that problem is also because now after this outbreak of kobe 19 perhaps the digital education has got a different level of recognition it has been widely accepted by one and all that previously while you were discussing about i remember digital education or the regular education people are thinking digital education online education is having little bit of lower standard of quality than the regular education but in last one and half years that mindset has totally changed and through this digital education and online education i think more and more focus can be given on continuous learning and the people those who are there in industry they will be getting the platform to learn another one thing i would like to bring to the discussion that whatever dr dwarika was saying that because of the disruptions the people are coming trying to learn from the institution that historically the institutional system was there in the industry and slowly they accepted the academic institution and now the individuals are investing for their learning i completely agree with that with that i can say previously in our previous generation and up to some extent in our generation people are making their carry-on plan either in one domain and with one organization suppose somebody is joining us the faculty in any state university he plans that he will be spending his whole 30-35 years years of career in that same university itself but today if anyone is joining us the computer science faculty in kit after five years he’s planning that how he will be going and serving in microsoft for 10 years and again after serving in microsoft for 10 years he’s planning how he’ll be having his own industry and he wants to be the entrepreneur so the aspiration of the people is changing and they don’t want to stick to one organization stick to one profession throughout their lives and we find that and that aspiration i can see that previously we are thinking that people will be connected to a particular profession for five to ten years now also that time is also being reduced and that’s the another one major reason why the scaling and risk scaling and continuous education requirement is increasing day by day this present generation kids i find my own alumni of my own university that they get good job from the campus because here it is known for the campus placement we get around 9200 placement to each batch of the students they go here with a job maybe in delaware maybe in microsoft maybe in amazon anyway but after three years or five years while you talk to them to learn about what our alumni are doing we find they are the ceo of one organization what they have started they are doing they are working in nepal they are working in bangladesh or any in finland or in france somewhere they have established their company and they are working in a different domain i will find even tech students they are making their career in film they are making their carry on in direction they are making their career in fashion design now we find many tech graduates they are making their career in fashion design and for that now it’s forcing us that we are requesting the school of fashion design to offer some courses a minor to the tech students we find the crazy is there in that field itself even the students are also showing interest to do minor in fashion design particularly the students of uh computer science students of mechanical engineering they are doing minor in fashion design so that sort of requirement is coming because the aspirations are changing obviously in this generation and maybe because of that this requirement for this continuously earning is increasing and what i say that what you say that the requirement is coming to the institution of course if the aspiration is changing anyway the requirement is coming to the institution because it is not connected to a particular industry or too connected to a particular profession itself where the people are working thank you so sweetheart i think there are a number of points there that were really interesting that i’d like to follow through a little bit more and you mentioned that students can have the opportunity to minor in education um sorry in medicine or engineering or kind of almost pick and choose bits from various courses that suit them and their potential career path better and you also spoke about the idea that perhaps a student doesn’t have to be um tied to a specific institution or company throughout their learning journey and those are really quite different and very interesting ideas but i think that something that can be i think there’s a danger that the credentials that students leave education with can they be recognized by by employers so if someone picks and chooses from multiple different courses and goes to different institutions to do their learning what kind of a credential do they leave with you know can can can that then be taken on by employees or will it not really be recognized very well yes yeah whatever dr dwarika was saying now that for getting the degree in a particular course slowly we are moving from the number of years at the time to the number of credits so anyone is interested or enrolled to get a btec degree in computer science he or she has to complete suppose 120 credit and that we ensure that out of that 120 credit always flexibility is there with the university that 40 percent 40 to 50 percent of the credits will be taken from the department other 50 percent of the credit they have to take from other allied sciences engineering humanities and management courses apart from that if anyone is intelligent he can complete 160 credit in four years they can take another one major from any other school of completing 40 credit and getting a major in other subject and if is interested to take another 20 credit from any other institution you can get a minor in that so if anyone is capable enough to take then it’s there that coming to the recognition of the industry i can say now the industries need the people those who are exposed to the different field of knowledge now the industry needs the people those who are exp those who are experts in different domain experts in one domain that concept has gone out during our time we are saying that jack of all the master of none like that but it’s not now that concept has gone now the the industries need the people those are masters of two three domains though i can give you some examples that my student those who are doing minor in health care and have done computer science they are getting very good very very good placement opportunities and different big forms big industries we find that the people those who are having a domain knowledge in a particular sector of knowledge like economics health sciences uh even even law even business and they are having that degree of computer science they are having the degree of id there they are very much i can say that required by the industries because we find that the medical technology is coming in a very big way the intervention of digitization in each and every sector has changed that domain itself the intervention of digitization in management we find it’s not only the governance it’s the e-governance the with the sound knowledge of strategy how to strategize the thing with the sound knowledge of human resource management each and every manager today is expected to learn that how to how to govern a governance system in an e-mode in online mode in digital mode how to run a system which is present across the globe with multiple offices multiple location and to monitor their activities and to systematize it strategize it to get the outcome that is also required from the from a manager itself the same thing is happening in each and every field now the intervention of digitization technology healthcare field we find lots of instruments lots of lots of processes have been developed in medical stream itself in healthcare domain itself where the intervention of technology is becoming very much secure and we find that two sectors are growing too fast after the scover grinding that is one of them is the healthcare one of the major sector is the healthcare and the intervention of digitization is growing too fast in that sector itself so the recognition of industry whatever i can see that their recognition of that degree is much much better than the gender degree whatever we are thinking so every university now is rethinking to redesign their courses to bring expertise of different domain to that course itself yes thank you we’ve actually had a question from the audience here that i’d like to put to raghav which is on a similar kind of topic to what we’ve been discussing the question is what changes can edtech companies make in their online courses so that these become more acceptable to the industry when recruiting candidates does improving proctoring systems and online testing in these courses help yeah i think it’s a it’s a very uh good question i think the question also assumes that uh companies today do not accept you know learning happening on online platforms which may or may not necessarily be the case uh so firstly like i was saying right industry seeing massive changes happening in the kind of skills that are required given covaid and double disruption and all of that and today uh at least on the coursera platform there were close to 2 000 companies who are training their employees for the future of work and because of 2000 companies using platforms like coursera for getting their employees ready there’s already a lot of good acceptance to say look if my employees can get ready for the future then students who are learning on campus and also learning on online platforms can possibly have the skills so firstly companies are saying it’s not an all question it’s an and question right it’s not a matter of did you study on campus or did you study online but it’s a question of did you study on campus and also online because that’s the complementarity that can come in the second thing that i think is helpful to keep in mind is companies are very focused on skills first learning what i mean by that is you know if data is coming up in a big way data scientist is a very important role that many companies are looking to hire for and there are not enough data scientists out there so many companies are struggling to hire data scientists now data scientist as a role comprises five states and these skills are not necessarily the same departments that universities talk about these are five specific skills right these are web development these are statistics these are probability and so on and so forth so companies find that if students who are learning online or on campus are learning towards specific roles you know data scientist full stack web developer digital analyst and so on and so forth the students who come to them are then more prepared for some of those skills of the future so the second element is that the first element is it’s not an and all question it’s an and question the second element is thinking skills first learning is quite helpful as well as opposed to just thinking a domain of uh learning and then the third thing is many companies are actually measuring skill development on the coursera platform so you know if i’m an individual at a bank learning full stack web development i’m not able to just measure whether i completed a course whether west code 80 marks but i’m actually able to measure using fairly sophisticated data analytics what is the level of skill development that has happened for me as a learner and i’m also able to benchmark myself with millions of other learners on the coursera platform to say i’m in the top x percentile and so on and companies are looking for students who actually don’t just have uh a you know a cv but actually a skills profile and a skills profile would says look here are the six skills that i’ve learned and here are six certificates from top universities that i think are relevant as well i’m a little unsure if improving proctoring systems is necessary for this particular purpose i think having strong proctoring and you know academic integrity is definitely important when universities use platforms like koseva so in our partnership with for example uh professor smith institution kiit there’s a lot of academic integrity that we bring to the table so that students can learn and they can also undergo assessments and then be given grades which are reliable but i’m a little unsure if that speaks to the needs of industry per se but the three other points that i shared i think are possibly good ways to think about it thank you and i think another point to consider uh when implementing a more skills-based model of education is we’re talking about upskilling students but actually there there are staff members who need to deliver this kind of learning as well and that’s potentially a fairly large upheaval so i wonder dorika if you could speak to us about how how do you skill your own staff your own educators to learn new digital skills for remote teaching or to learn this kind of more modular approach to education is that something that’s been difficult for you or fairly seamless very valid question and this has been very critical for last couple of years uh more so since last year where we were running a large social sciences and liberal university where the disciplines are not necessarily technology or digital enabled we had faculty who were teaching music theater literature social sciences history management and others broader social sciences and non-tech also so first training is to change of the mindset how to embrace technology i think that is because why was already done you had to do it uh you know so so earlier the discussion would have happened that why would we need to get into technology we are very happy with chalk and talk uh we would want to a large campus we would want students to be in the class to teach and and then only one kind of pedagogical tool was used which was more lecture based today we have to train people to move away from lecturing uh the the sage on this stage is uh no longer valid in current context or otherwise it wouldn’t shouldn’t have been valid for last so many years but i think technology has completely taken that advantage away of a teacher knowing all i think i think google knows all students need to know how to ask right questions which means that the faculty not only the pedagogy but they also need to reorient themselves as their own role they’re more facilitators today they also are the mentors which is the role they earlier did not play you know they they were just coming teaching the subjects and going away today the the role of a teacher is of a of a guide by the side by a mentor for life somebody who can help a student to curate craft a life not just a career not just a course i think the role has become a lot broader and and they have to now reorient themselves that what is it that they would want to bring just the subject knowledge is taken it is given you have to have it and then even if you don’t have it all which you will not if you are a true student of a subject not just as a teacher you realize that that domain is moving faster so just like there is a lot of skilling required in other industries teachers professors academics have to reskill themselves into three to four critical components first concept which means concepts are being challenged concepts are continuously changing theory is changing and a lot more of new things have to be brought into the class so if you’re not ready you’re not contemporary you’re not cutting edge you’re not collaborating with industry you’re not collaborating with your own ex students to bring those cutting edge things in the classroom as part of the content you are irrelevant first second how do you curate pre and post content after the classroom session has happened which means you have to completely reimagine the way you are describing and designing a particular course free and post very critical third you have to go back to the traditional format of learning which indian education system of sastras our old age wisdom has taught us so i will say in sanskrit and then i’ll translate it for you in english and for others shravan listening [Music] practice and then meditation so this was how indian education has defined for centuries for thousands of years in india that this is how you learn now we have to see what component we are doing in the classroom what pedagogical tool we are curating for thinking reflection what ecosystem we are creating for them to practice what they have learned and and and and complete the feedback loop so second is on the pedagogy how are you crafting and changing your pedagogy from lecture mode to more discussion oriented to have small classrooms small within modularity of one and half hours what are you trying to do in in thinking reflection action prototyping design thinking will become very critical embedded element of teaching every course which means pedagogical innovations are very much important which means teachers have to undergo design thinking uh process they need to learn themselves get into in the process of how do you do this then embracing technologies of various kinds zoom is is a is a transfer transfer medium but you also need to see what other technologies you have to use to ensure that you are in a position to interact engage google classroom for example slack for example multiple platforms how are you engaging and using them for sharing disseminating creating crafting the learning outcomes of what you being able to teach in a classroom so i think teachers have to continuously reskill change the way they have been doing their teaching and it’s a challenge for us as administrators to first change the mindset then provide opportunity then provide workshops training sessions handhold faculty send them into multiple environments where they also take courses on moocs and others to learn new things so they have to work on all the five and six elements of of the teaching learning process right from content to the content delivery to the technological adoption to the pedagogical new methods which are emerging and at the same time they also need to start looking at opportunities to create an ecosystem with their students to to walk the talk so so for example if i am teaching business and if i am not in a position to create craft or work with my students to create a an enterprise at the campus and incubate it i think i’m failing in my duty as a teacher i think the roles of teachers have to be completely redefined and as jobless as our administrators as a smith and i our job is to empower our faculty empower our deans and ensure that we are all part of a larger group of people who are helping and training and retraining each other so we have to provide those elements of learning and opportunities for them to and incentivize such uh innovations in teaching learning thank you yes thank you i think uh action could i could i add a quick point to that as well please yeah so uh to add to what uh dr gladika shared you know we’re also finding in our work with uh many many higher education institutions that faculty development is a big challenge and it’s a high priority as well and broadly on our platform we’re seeing a lot of faculty development happening and i would say in broadly three key areas the first is enabling digital teaching the second is enhancing academic research and publication and the third is upskilling across academic domains for the faculty members uh themselves and let me take a quick example here so you know firstly digital teaching it’s important for faculty to realize that teaching online like whether you’re teaching a live course on zoom or whether you’re creating a mooc on a platform like coachella is quite different from teaching in a live class where you can engage students for 45 minutes or or an hour so many faculty members are actually coming to course event taking courses like how to make a mooc right performance and assessment in a virtual uh classroom and what are the foundations of virtual instruction how do you make virtual uh teaching important because again like i’ve been saying even after covered you know virtual teaching is very likely here to stay so how do we upscale faculty and get them ready for that and then because many faculty are very keen on research and publication they’re coming to corsair and taking courses like understanding research methods or they’re you know taking courses like writing and publishing a scientific paper so that’s the second element that we’re seeing faculty do that and then obviously in the domains that they teach right or in the domains that they want to teach you so if you’re a computer science faculty member and you want to teach machine learning or you want to teach data science and many faculty members are coming and doing that as well and i’m looking at a list of top courses that faculty members are taking on the purcella platform and the first one is machine learning from stanford university these are faculty members these are not just anybody but you know when people come to our platform they tell us what they do in their professions the second is the science of well-being so faculty are concerned about their well-being as well and this is a course from yale university the third one is programming for everybody getting started with python from university of michigan the fourth one is learning how to learn which is fundamental for all of us as human beings and the fifth one and i’ll stop with that is learning to teach online from university of south wales in sydney so those are the kind of content you know that faculty are taking on the culture of platform and aligns with the three use cases that i spoke about earlier you’re totally raga because i have seen this trend and maybe sasmita if she’s involved in in hiring or faculty would see in last three years i have seen the faculty cv uh not from the fresh phds from the iit the universities and others but people who’ve been experienced and working in in academia for last four five ten years i have suddenly seen a lot more of one specific column in their series where they are now adding a lot of corsair and edx courses as part of what they are doing for their own continuous learning i think that’s a very welcome change and you write about the the art of well-being i have also taken that course from yale and it’s a beautiful beautiful program i think i think suddenly this is a huge change which has happened in the teaching fraternity in last 10 years i have seen that there’s a lot more of self awareness has come among the older as well as the younger faculty about continuous improvement i think the market has signaled them at the same time the generations of learners have changed and technology has completely disrupted whatever advantages they had in terms of their knowledge base for decades for decades it’s suddenly gone in in one year’s time it’s no longer an advantage anymore which they they so they have to suddenly wake up and it is a good wake-up call for everybody to start investing in themselves to becoming a lot more i think the biggest fear is a fear of being irrelevant so there is a question which is being asked from the audience which about how coursera and others might be make universities irrelevant and redundant but i think the answer from my side and gaurav will sorry raghav might add is is about we are partners in this process the content coursera is bringing is in partnership of the universities slowly they are partnering indian universities as well uh in certain cases so that is that is that we are in the partnership of knowledge creation and knowledge dissemination we are not competing to provide degrees to the students in that particular problem yeah absolutely and actually if you have a quick 30 seconds i’d love to just answer this question i i get asked this question a fair bit these days um and i mean clearly i don’t think we are at all expecting to compete with universities right i think corsair does not create any content ourselves the content on the core server platform is created by top universities and companies so our purpose is to take top quality content and disseminate to a larger set of individuals our purpose is not to apologize that’s the that’s the shift changing at the t factory or the ps state that that i imagine if you could hear that but our purpose is to be able to take what top quality institutions are creating and take that to a lot more uh learners to a lot more companies and so on and very recently you know i am calcutta iit roorkee ob jindal university uh i am cozy code so top indian institutions have come in on to our platform and we’re finding that their content is being very well received by learners in india but also outside india and to be able to take indian institutions to the rest of the world if that’s a purpose that we can serve them we would be completely completely honored to be able to do that so yeah thank you i would like to speak a little bit more about that kind of internationalism that you just raised about bringing indian institutions out to the rest of the world and i think we can do the same thing with students who are studying in india and perhaps one of the very few benefits of the kovic crisis has been that that mindset has changed in terms of the physical geographical boundaries that students and learners and researchers have so if people are more open to [Music] collaborating with people that they’ll probably never meet is that does that create more employable students as well and is is an international focus something that your institutions uh consider to be of great value yeah yeah i think there are two phenomena that i think are happening together i think one is the acceptance and uh you know the the usage the much higher usage of online learning among students and working professionals and the other thing is also for working professionals remote work you know you could be in any city in india and if your job is a digital job there are many companies who will employ right till february last year at coursera in india you know my team was in in delhi in bangalore in mumbai in three cities and today i think we’re beyond 25 cities you know we have people in missouri we have people in anthem we have people in calcutta and so on and so forth so just the access to talent that this opens up and even for talent the access to opportunities that it opens up especially if you’re in a digital job that does not require physical presence to to be able to do your job i think that is exciting and i think that’s the phenomena you know today i can really hire a faculty without the faculty traveling all the way to bengaluru and and deliver that particular content because they the particular faculty might be needed only for a one specific course for that the earlier it was the costs were too high and i was unable to hire that particular person so so even in academia today and because of blended because of learning because of all that it is easier for us to to now collaborate and open up earlier you know in order to bring industry to my classroom it was extremely challenging i found that challenging in 9am i found it challenging in multiple other city locations because executives will find it very tough to travel all the way from bombay to from california to wherever now today i have access to industry world over and for anywhere in the city people can come to my classroom and deliver that cutting-edge content i really do not have to spend millions of dollars to have that particular content uh coming uh uh and deliver uh in that particular sense in terms of collaboration i’ll tell you i’m just 30 seconds on this is that last summer i taught a 20 country program run by university of cincinnati so they have something called back to college module for industry people who otherwise would have not been able to go back to college for various reasons and university of cincinnati used to do their late business school amitabh rathuri is the one who created this program for university for cincinnati uh people in a physical form last year they opened up this program to people across the world and i had fifth batch of 55 senior people from entrepreneurs to artists to academics to industry people who took this course this was a a i think a 10-week course uh with a certificate coming from university of cincinnati and we had some seven professors seven professors from uh uh five or six countries teaching in this program now imagine a such beauty of collaboration uh beyond boundaries where a program is international the quality and content is international the cohort is international people are in my course but from 20 countries and the faculty is truly global and international and collaborating how beautiful is that and more beautiful part of is that none of us charged any penny for it thank you i think that’s an extremely positive night for us to actually end our session on so thank you very much for for that example of the way that we can actually collaborate so internationally and so positively moving forward um thank you again everyone on our panel for joining us today for sharing your insights and we certainly hope to speak with you again very soon and also thank you to our audience for tuning in and submitting questions throughout the session um there will be an on-demand video available so if anyone does want to revisit any of these points please do and we will also publish a summary of today’s session so please keep an eye out for that but for now i would just like to thank everyone again we hope to see you again soon and goodbye you
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Upskilling and reskilling India’s present and future workforce with digital education

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