Fifty-six percent Indians born in
the Gen Y period, feel that the brand value of a person’s educational alma mater has a significant impact on the career growth opportunities over the course of time. This prima facie, sounds rather obvious as institutions and corporations to a certain extent tend to contribute to this halo around students and professionals from prestigious educational institutes.
But does one’s alma mater play such a significant role in career development? Are alumni of prestigious schools in our country a privileged lot? Do they have it any easier than their counterparts? Or are there other factors of merit besides the brand value of one’s education at play in corporate society?
These are some of the answers we will address in this paper.
Mending the Education Divide: Getting strong teachers to the schools that nee...EduSkills OECD
Teachers can shape their students' educational careers. Research shows that children taught by different teachers often experience very different educational outcomes. This begs the questions: how are teachers assigned to schools in different countries? And to what extent do students from different backgrounds have access to good teachers?
Andreas Schleicher presents the latest OECD TALIS analysis that shows how teachers with different characteristics and practices tend to concentrate in different schools, and how much access students with different socio-economic backgrounds have to good teachers. He then explores how we can change education policy to distribute strong teachers more fairly.
Read the report here https://oe.cd/EduEquity
How can teachers get the best out of their students? Insights from TALIS 2018EduSkills OECD
Developing, maintaining and promoting a good professional teaching workforce is imperative for education systems around the world.
However, in compulsory schooling, teachers and principals face a range of challenges at each level of education, some unique to the level, others more broadly experienced throughout school – but all can have an effect on their students.
What are some of the educational challenges unique to each education level? What are the factors that could explain differences in the levels of professionalism across education levels?
Andreas Schleicher, OECD Director for Education and Skills, presents data from the Teaching and Learning International Survey (TALIS) 2018 findings, looking specifically at primary and upper secondary education.
Read the report -- https://oe.cd/41e
The Education Policy Outlook 2018 - Putting Student Learning at the CentreEduSkills OECD
Taking the students’ perspective, Education Policy Outlook 2018: Putting Student Learning at the Centre analyses the evolution of key education priorities and key education policies in 43 education systems. It compares more recent developments in education policy ecosystems (mainly between 2015 and 2017) with various education policies adopted between 2008 and 2014. This report includes around 200 policies spanning from early childhood education and care (ECEC) to higher education and lifelong learning on topics such as: improving the quality and access to ECEC, promoting education success for all students, reducing the negative impact of some system-level policies and practices, increasing completion of upper secondary education, developing quality vocational education and training, enhancing the quality of tertiary education, supporting transitions across education pathways and the labour market.
What does teaching look like? Launch of the Global Teaching InSights video studyEduSkills OECD
As education systems and schools around the world are being challenged in unprecedented ways, teachers are playing a central role in both supporting young people to navigate these difficult times and prepare them for the world ahead. But the true complexity of teaching is rarely seen and still little understood. What do we really mean by impactful, high-quality teaching? How does it actually drive learning and growth? What does all it mean in the context of COVID-19?
Andreas Schleicher, OECD Director of Education and Skills, discusses these issues and presents the findings of the Global Teaching InSights report, which looks at what practices teachers use to manage the classroom, provide social-emotional support, and deliver quality instruction. This new international study is unique in the type of evidence collected, using classroom videos from over 700 teachers across eight different countries and economies to understand the nuances of teaching, along with teaching materials, teachers’ and students’ views, and students tests in a pre-post design, all aimed at providing as detailed and rich a picture of teaching as possible.
Career readiness during COVID: How schools can help students enter the labour...EduSkills OECD
Young people today have never left education more ambitious and highly qualified, but even before the pandemic many struggled to find good work. The COVID-19 crisis has made it more urgent than ever for schools to help students prosper as they move through education and into the labour market.
Education systems can help all students compete more effectively in the labour market. Schools can do more to help young people become more attractive to employers, but the message is not getting through and new waves of austerity and employer retraction will create new barriers to effective action. International datasets can help to identify indicators among teenagers that are linked with employment outcomes. This presentation accompanies a webinar that introduces significant new OECD work designed to enable and encourage data-driven career guidance.
Watch the webinar here: https://oecdedutoday.com/oecd-education-webinars/#Previous
The OECD Teachers’ Professional Learning (TPL) Study project overview 2020EduSkills OECD
This presentation gives an overview of supporting initial teacher preparation & continuing professional learning for the OECD Teachers' Professional Learning Study
Scotland's Curriculum for Excellence: Into the Future. Report presentationBeatriz Pont
Students in Scotland (UK) engage in learning through Curriculum for Excellence (CfE), which aims to provide them with a holistic, coherent, and future-oriented approach to learning between the ages of 3 and 18. CfE offers an inspiring and widely supported philosophy of education. Schools design their own curriculum based on a common framework which allows for effective curricular practices. In 2020, Scotland invited the OECD to assess the implementation of CfE in primary and secondary schools to understand how school curricula have been designed and implemented in recent years. This report analyses the progress made with CfE since 2015, building upon several months of observations in Scotland, the existing literature and experiences from other OECD countries. The OECD analysis and recommendations aim to support Scotland as it further enhances CfE to achieve its potential for the present and future of its learners. Just as Scotland’s Curriculum for Excellence was among the pioneers of 21st century learning, its most recent developments hold valuable lessons for other education systems and their own curriculum policies.
Were socio-economically advantaged students better equipped to deal with lear...EduSkills OECD
According to data from the Programme for International Student Assessment (PISA), most students in 2018 responded that they believe in their ability to get through a difficult situation and are motivated to learn as much as possible.
But socio-economically disadvantaged students exhibit less of these beliefs and dispositions.
This may have serious implications for the unequal distribution of learning losses during the pandemic, meaning that poorer students may have been left behind to an even greater degree than we thought.
Andreas Schleicher, OECD Director for Education and Skills, presents a new analysis of PISA 2018 data and discusses what it can tell us about how prepared students across the world were for the hardships of learning during the COVID-19 crisis.
Mending the Education Divide: Getting strong teachers to the schools that nee...EduSkills OECD
Teachers can shape their students' educational careers. Research shows that children taught by different teachers often experience very different educational outcomes. This begs the questions: how are teachers assigned to schools in different countries? And to what extent do students from different backgrounds have access to good teachers?
Andreas Schleicher presents the latest OECD TALIS analysis that shows how teachers with different characteristics and practices tend to concentrate in different schools, and how much access students with different socio-economic backgrounds have to good teachers. He then explores how we can change education policy to distribute strong teachers more fairly.
Read the report here https://oe.cd/EduEquity
How can teachers get the best out of their students? Insights from TALIS 2018EduSkills OECD
Developing, maintaining and promoting a good professional teaching workforce is imperative for education systems around the world.
However, in compulsory schooling, teachers and principals face a range of challenges at each level of education, some unique to the level, others more broadly experienced throughout school – but all can have an effect on their students.
What are some of the educational challenges unique to each education level? What are the factors that could explain differences in the levels of professionalism across education levels?
Andreas Schleicher, OECD Director for Education and Skills, presents data from the Teaching and Learning International Survey (TALIS) 2018 findings, looking specifically at primary and upper secondary education.
Read the report -- https://oe.cd/41e
The Education Policy Outlook 2018 - Putting Student Learning at the CentreEduSkills OECD
Taking the students’ perspective, Education Policy Outlook 2018: Putting Student Learning at the Centre analyses the evolution of key education priorities and key education policies in 43 education systems. It compares more recent developments in education policy ecosystems (mainly between 2015 and 2017) with various education policies adopted between 2008 and 2014. This report includes around 200 policies spanning from early childhood education and care (ECEC) to higher education and lifelong learning on topics such as: improving the quality and access to ECEC, promoting education success for all students, reducing the negative impact of some system-level policies and practices, increasing completion of upper secondary education, developing quality vocational education and training, enhancing the quality of tertiary education, supporting transitions across education pathways and the labour market.
What does teaching look like? Launch of the Global Teaching InSights video studyEduSkills OECD
As education systems and schools around the world are being challenged in unprecedented ways, teachers are playing a central role in both supporting young people to navigate these difficult times and prepare them for the world ahead. But the true complexity of teaching is rarely seen and still little understood. What do we really mean by impactful, high-quality teaching? How does it actually drive learning and growth? What does all it mean in the context of COVID-19?
Andreas Schleicher, OECD Director of Education and Skills, discusses these issues and presents the findings of the Global Teaching InSights report, which looks at what practices teachers use to manage the classroom, provide social-emotional support, and deliver quality instruction. This new international study is unique in the type of evidence collected, using classroom videos from over 700 teachers across eight different countries and economies to understand the nuances of teaching, along with teaching materials, teachers’ and students’ views, and students tests in a pre-post design, all aimed at providing as detailed and rich a picture of teaching as possible.
Career readiness during COVID: How schools can help students enter the labour...EduSkills OECD
Young people today have never left education more ambitious and highly qualified, but even before the pandemic many struggled to find good work. The COVID-19 crisis has made it more urgent than ever for schools to help students prosper as they move through education and into the labour market.
Education systems can help all students compete more effectively in the labour market. Schools can do more to help young people become more attractive to employers, but the message is not getting through and new waves of austerity and employer retraction will create new barriers to effective action. International datasets can help to identify indicators among teenagers that are linked with employment outcomes. This presentation accompanies a webinar that introduces significant new OECD work designed to enable and encourage data-driven career guidance.
Watch the webinar here: https://oecdedutoday.com/oecd-education-webinars/#Previous
The OECD Teachers’ Professional Learning (TPL) Study project overview 2020EduSkills OECD
This presentation gives an overview of supporting initial teacher preparation & continuing professional learning for the OECD Teachers' Professional Learning Study
Scotland's Curriculum for Excellence: Into the Future. Report presentationBeatriz Pont
Students in Scotland (UK) engage in learning through Curriculum for Excellence (CfE), which aims to provide them with a holistic, coherent, and future-oriented approach to learning between the ages of 3 and 18. CfE offers an inspiring and widely supported philosophy of education. Schools design their own curriculum based on a common framework which allows for effective curricular practices. In 2020, Scotland invited the OECD to assess the implementation of CfE in primary and secondary schools to understand how school curricula have been designed and implemented in recent years. This report analyses the progress made with CfE since 2015, building upon several months of observations in Scotland, the existing literature and experiences from other OECD countries. The OECD analysis and recommendations aim to support Scotland as it further enhances CfE to achieve its potential for the present and future of its learners. Just as Scotland’s Curriculum for Excellence was among the pioneers of 21st century learning, its most recent developments hold valuable lessons for other education systems and their own curriculum policies.
Were socio-economically advantaged students better equipped to deal with lear...EduSkills OECD
According to data from the Programme for International Student Assessment (PISA), most students in 2018 responded that they believe in their ability to get through a difficult situation and are motivated to learn as much as possible.
But socio-economically disadvantaged students exhibit less of these beliefs and dispositions.
This may have serious implications for the unequal distribution of learning losses during the pandemic, meaning that poorer students may have been left behind to an even greater degree than we thought.
Andreas Schleicher, OECD Director for Education and Skills, presents a new analysis of PISA 2018 data and discusses what it can tell us about how prepared students across the world were for the hardships of learning during the COVID-19 crisis.
Equity and Quality in Education: Supporting Disadvantaged Students and Schools EduSkills OECD
Investing in equity in education pays off
Improving equity and reducing school failure is a policy priority, but...
There are many different policies and strategies, yet no common knowledge base of what works
Countries face challenges in adopting and implementing policies to improve equity in education
Supporting disadvantaged schools and students is a lever out of the crisis.
There is a need for clear policy responses
The design of school learning environments can foster, or hinder, the teaching and learning of 21st century skills. By the time students complete their compulsory education, they will have spent many thousands of hours within school buildings. The same holds true for their teachers and school leaders who all too often are obliged to adapt to existing layouts in schools, rather than shape them actively.
The OECD School User Survey: Improving Learning Spaces Together gives voice to those who use schools on a daily basis. This unique OECD tool consists of three self-assessment questionnaires designed for students, teachers and school leaders. They can be used to collect and triangulate evidence on the actual use of learning spaces, as well as to solicit user perspectives.
Survey results can be used at the school level to support continuous improvement and the intelligent use or refurbishment of educational facilities. They can provide deeper insights into how physical learning environments shape teaching practices and affect students’ learning outcomes and well-being.
Achieving Equity and Inclusion in Education: An OECD PerspectiveEduSkills OECD
Invited to present and discuss "Achieving Equity and Inclusion in Public Education Systems", Beatriz Pont gave a keynote speech at the Education International Global Education Conference, Unite for Quality Education, 27-28 May, Montreal, Canada. Beatriz’s presentation builds on the Equity and Quality in Education and the Education Policy Outlook series.
More information at www.oecd.org/edu/policyoutlook.htm
TALIS 2018 Pre-Launch Webinar - New insights on teaching and learning - What ...EduSkills OECD
Understanding teachers and school leaders as “professionals” means having high expectations of them as advanced knowledge workers. It means they should not only conduct their work in an effective manner, but also strive to improve their skills throughout their career, collaborate with colleagues and parents to work towards school improvement,and think creatively about the challenges they face. However, if we expect teachers and schools leaders to act as professionals, we should treat them as such. This report aims to provide an in-depth analysis of teachers’ and school leaders’ perceptions of the value of their profession, their work-related well-being and stress, and their satisfaction with their working conditions. It also offers a description of teachers’ and school leaders’ contractual arrangements, opportunities to engage in professional tasks such as collaborative teamwork, autonomous decision making, and leadership practices.Based on the voice of teachers and school leaders, the report offers a series of policy recommendations to help strengthen the professionalisation of teaching careers.The OECD Teaching and Learning International Survey (TALIS) is the largest international survey asking teachers and school leaders about their working conditions and learning environments, and provides a barometer of the profession every five years. Results from the 2018 cycle explore and examine the various dimensions of teacher and school leader professionalism across education systems.
PISA 2018 Results Volume VI - Are Students Ready to Thrive in an Interconnect...EduSkills OECD
Today’s students live in an interconnected, diverse and rapidly changing world. In this complex environment, a student’s ability to understand the world and appreciate the multiple different perspectives they are likely to encounter is key to their success.
In 2018, the OECD Programme for International Student Assessment (PISA) conducted its first evaluation of students’ capacity to live in an interconnected world. The assessment focused on students’ knowledge of issues of local and global significance, including public health, economic and environmental issues, as well as their intercultural knowledge, skills and attitudes.
Andreas Schleicher, OECD Director for Education and Skills, presents the findings from this latest PISA report.
OECD School Resources Review - Project Overview 2020EduSkills OECD
The OECD School Resources Review aims to help countries make resource decisions that support quality, equity and efficiency in school education. The Review provides country-specific and comparative analysis on the use of financial, physical and human resources in school systems. It offers policy advice on how to govern, distribute and manage resources so that they contribute to achieving countries’ educational objectives. More information on the project and its publications can be found at: http://www.oecd.org/education/school-resources-review/.
OECD School Resources Review - Working and Learning TogetherEduSkills OECD
The staff working in schools are the most important resource for today’s education systems, both educationally and financially. This report aims to provide guidance for the design of human resource policies that strengthen, recognise and preserve the positive impact that teachers, school leaders and other school staff have on their students. It offers an in-depth analysis of how human resource policies can make the best use of available resources to create supportive working environments and build both individual and collective professional capacity in schools. This includes the design of entry requirements, career structures, salary schedules and working time arrangements to attract, retain and motivate high-quality staff; the effective and equitable matching of staff with schools through fair and transparent staff funding and recruitment; and informed investments in professional learning, from initial preparation to continuing development. Throughout its analysis, the report looks at implementation challenges and considers under which conditions human resource policy reforms are most likely to have the desired effects on schools and their staff. This report is the third in a series of thematic comparative reports bringing together findings from the OECD School Resources Review. This report was co-funded by the European Commission.
TALIS 2018 - Teacher professionalism in the face of COVID-19 (London, 23 Marc...EduSkills OECD
The world is currently facing a health pandemic and sanitary crisis without precedent in our recent history.
This has affected the normal functioning of education systems worldwide. Nearly all of the 48 countries and economies participating in TALIS are now facing mass and prolonged school closures on all or significant parts of their territory, and UNESCO estimates that 1.25 billion learners are impacted worldwide – i.e. nearly 73% of total enrolments.
This is a major external shock on the operations of our schools and the work of our teachers, who have had to move to distance and digital education offerings within a few days. It is also a major shock and challenge for parents who have been turned into home-schoolers overnight, with no training for this!
This is an odd timing to present the findings of a report depicting the functioning of schools and the work of teachers “before Covid-19”. And although there are lots of interesting things in this report, this is not a priority for today.
Today, I would like to reflect instead on how school and teachers can adapt to these dire circumstances and carry forward their teaching.
Today, I would like to focus on TALIS findings that can help educational systems as they deal with the crisis, and think forward in working out possible strategies to cope with these circumstances.
Today, I would like to convey hope that we can count on teachers to rise to the challenges.
Equity in education - Breaking down barriers to social mobilityEduSkills OECD
In times of growing economic inequality, improving equity in education becomes more urgent. While some countries and economies that participate in the OECD Programme for International Student Assessment (PISA) have managed to build education systems where socio-economic status makes less of a difference to students’ learning and well-being, every country can do more.
Equity in Education: Breaking Down Barriers to Social Mobility shows that high performance and more positive attitudes towards schooling among disadvantaged 15-year-old students are strong predictors of success in higher education and work later on. The report examines how equity in education has evolved over several cycles of the OECD Programme for International Student Assessment (PISA). It identifies the policies and practices that can help disadvantaged students succeed academically and feel more engaged at school.
Using longitudinal data from five countries (Australia, Canada, Denmark, Switzerland, and the United States), the report also describes the links between a student’s performance near the end of compulsory education and upward social mobility – i.e. attaining a higher level of education or working in a higher-status job than one’s parents.
A coordinated approach to skills issues: the OECD Centre for Skills EduSkills OECD
A PowerPoint by Ms. Montserrat Gomendio, OECD Deputy Director for Education and Skills & Head of the Skills Centre, presented at the Skills Summit 2018, Porto.
SESSION 3: IMPLEMENT – Towards better skills policies for tomorrow’s world
Objective: Discuss the major challenges in the implementation of education and skills policies raised by the digital transformation, identify contentious issues and how they can be solved, and agree on specific actions
OECD School Resources Review - Responsive School SystemsEduSkills OECD
This report on Responsive School Systems is the second in a series of thematic comparative reports bringing together findings from the OECD’s School Resources Review. Evolving educational objectives, changing student needs and demographic developments require school systems to be highly responsive to new patterns of demand and adapt their provision accordingly. The organisation of school facilities, sectors and programmes plays a key role in doing so and in providing students with a high-quality education where they need it. The report aims to assist governments in organising school infrastructures and services to achieve their education policy objectives and to ensure that resources are used effectively and equitably. It offers a systematic analysis of the governance of school networks, their adaption to demographic changes and student needs in urban, rural and remote areas, as well as the vertical and horizontal co-ordination of education services to improve students’ transitions. This report was co-funded by the European Commission.
Raising Performance in Lithuanian Education - An International PerspectiveEduSkills OECD
Lithuania has achieved steady expansion of participation in education, substantially widening access to early childhood education and care and tertiary education, coupling this with nearly universal participation in secondary education. However, if Lithuania’s education system is to help the nation respond effectively to economic opportunities and demographic challenges, improvements in the performance of its schools and its higher education institutions are needed. Improved performance requires that Lithuania clarify and raise expectations of performance, align resources in support of raised performance expectations, strengthen performance monitoring and the assurance of quality, and build institutional capacity to achieve high performance. This orientation to improvement should be carried across each sector of its education system.
OECD PISA 2018 Results - U.K Media BriefingEduSkills OECD
The OECD’s PISA 2018 tested around 600,000 15-year-old students in 79 countries and economies on reading, science and mathematics. The main focus was on reading, with most students doing the test on computers.
Teachers are the most important resource in today’s schools. In every country, teachers’ salaries and training represent the greatest share of expenditure in education. And this investment in teachers can have significant returns: research shows that being taught by the best teachers can make a real difference in the learning and life outcomes of otherwise similar students. Teachers, in other words, are not interchangeable workers in some sort of industrial assembly line; individual teachers can change lives – and better teachers are crucial to improving the education that schools provide. Improving the effectiveness, efficiency and equity of schooling depends, in large measure, on ensuring that competent people want to work as teachers, that their teaching is of high quality and that high-quality teaching is provided to all students. This report, building on data from the Indicators of Education Systems (INES) programme, the Teaching and Learning International Survey (TALIS) and the Programme for International Student Assessment (PISA), explores three teacher-policy questions: How do the best-performing countries select, develop, evaluate and compensate teachers? How does teacher sorting across schools affect the equity of education systems? And how can countries attract and retain talented men and women to teaching?
Building a high-quality early childhood education and care workforce: Further...EduSkills OECD
Andreas Schleicher presents the new findings from the second volume of TALIS Starting Strong.
The work of early childhood education and care (ECEC) professionals is the major driver of the quality of an ECEC system. As evidence accumulates on the strong benefits of investing in early education, countries need effective policies to attract, maintain and retain a highly skilled workforce in the sector. This report looks at the makeup of the early childhood education and care workforce across countries, assessing how initial preparation programmes compare across different systems, what types of in-service training and informal learning activities help staff to upgrade their skills, and what staff say about their working conditions, as well as identifying policies that can reduce staff stress levels and increase well-being at work. The report also looks at which leadership and managerial practices in ECEC centres contribute to improving the skills, working conditions and working methods of staff.
The OECD Starting Strong Teaching and Learning International Survey (TALIS Starting Strong) is the first international survey that focuses on the early childhood education and care workforce. It offers an opportunity to learn about the characteristics of ECEC staff and centre leaders, their practices at work, and their views on the profession and the sector. This second volume of findings, Building a High-Quality Early Childhood Education and Care Workforce, examines factors that influence the skills development of ECEC professionals, their working conditions and well-being at work, and leadership in ECEC centres.
Presentation of Starting Strong IV by Montserrat Gomendio, OECDEduSkills OECD
Presentation of Starting Strong IV, the new report by the OECD on monitoring quality in early childhood education and care, launched on 28 October 2015 at the International Early Childhood Education and Care Event on Monitoring Quality in Dublin
OECD Education Policy Outlook: Country Policy Profiles 2020EduSkills OECD
An Education Policy Outlook Profile reviews the current context and situation of the country’s education system and examines its challenges and policy responses, according to six policy levers that support improvement:
Students: How to raise outcomes for all in terms of 1) equity and quality and 2) preparing students for the future.
Institutions: How to raise quality through 3) school improvement and 4) evaluation and assessment.
System: How the system is organised to deliver education policy in terms of 5) governance and 6) funding.
Education at a Glance 2019 - Higher EducationEduSkills OECD
Education at a Glance: OECD Indicators is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems in OECD and partner countries. With more than 100 charts and tables, Education at a Glance 2019 imparts key information on the output of educational institutions, the impact of learning across countries, and worldwide access, participation and progression in education. It also investigates the financial resources invested in education, as well as teachers, the learning environment and the organisation of schools.
The transition from early childhood education to primary school is a big step for all children, and a step which more and more children are having to take. Quality transitions should be well-prepared and child-centred, managed by trained staff collaborating with one another, and guided by an appropriate and aligned curriculum. Transitions like these enhance the likelihood that the positive impacts of early learning and care will last through primary school and beyond. While transition policies have been on the agenda of many countries over the past decade, little research has been done into how OECD countries design, implement, manage and monitor transitions. Filling these gaps is important for designing early years’ policies that are coherent, equitable and sustainable.
This report takes stock of and compares the situation across 30 OECD and partner countries, drawing on in-depth country reports and a questionnaire on transition policies and practices. It focuses on the organisation and governance of transitions; and the policies and strategies to ensure professional, pedagogical and developmental continuity between early childhood education and care settings and schools. The report describes the main policy challenges highlighted by participating countries, along with a wealth of practical strategies for tackling them. The publication concludes with six “cross-cutting” pointers to guide future policy development.
Education sector's growth lies with its talentPeopleWorks IN
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Equity and Quality in Education: Supporting Disadvantaged Students and Schools EduSkills OECD
Investing in equity in education pays off
Improving equity and reducing school failure is a policy priority, but...
There are many different policies and strategies, yet no common knowledge base of what works
Countries face challenges in adopting and implementing policies to improve equity in education
Supporting disadvantaged schools and students is a lever out of the crisis.
There is a need for clear policy responses
The design of school learning environments can foster, or hinder, the teaching and learning of 21st century skills. By the time students complete their compulsory education, they will have spent many thousands of hours within school buildings. The same holds true for their teachers and school leaders who all too often are obliged to adapt to existing layouts in schools, rather than shape them actively.
The OECD School User Survey: Improving Learning Spaces Together gives voice to those who use schools on a daily basis. This unique OECD tool consists of three self-assessment questionnaires designed for students, teachers and school leaders. They can be used to collect and triangulate evidence on the actual use of learning spaces, as well as to solicit user perspectives.
Survey results can be used at the school level to support continuous improvement and the intelligent use or refurbishment of educational facilities. They can provide deeper insights into how physical learning environments shape teaching practices and affect students’ learning outcomes and well-being.
Achieving Equity and Inclusion in Education: An OECD PerspectiveEduSkills OECD
Invited to present and discuss "Achieving Equity and Inclusion in Public Education Systems", Beatriz Pont gave a keynote speech at the Education International Global Education Conference, Unite for Quality Education, 27-28 May, Montreal, Canada. Beatriz’s presentation builds on the Equity and Quality in Education and the Education Policy Outlook series.
More information at www.oecd.org/edu/policyoutlook.htm
TALIS 2018 Pre-Launch Webinar - New insights on teaching and learning - What ...EduSkills OECD
Understanding teachers and school leaders as “professionals” means having high expectations of them as advanced knowledge workers. It means they should not only conduct their work in an effective manner, but also strive to improve their skills throughout their career, collaborate with colleagues and parents to work towards school improvement,and think creatively about the challenges they face. However, if we expect teachers and schools leaders to act as professionals, we should treat them as such. This report aims to provide an in-depth analysis of teachers’ and school leaders’ perceptions of the value of their profession, their work-related well-being and stress, and their satisfaction with their working conditions. It also offers a description of teachers’ and school leaders’ contractual arrangements, opportunities to engage in professional tasks such as collaborative teamwork, autonomous decision making, and leadership practices.Based on the voice of teachers and school leaders, the report offers a series of policy recommendations to help strengthen the professionalisation of teaching careers.The OECD Teaching and Learning International Survey (TALIS) is the largest international survey asking teachers and school leaders about their working conditions and learning environments, and provides a barometer of the profession every five years. Results from the 2018 cycle explore and examine the various dimensions of teacher and school leader professionalism across education systems.
PISA 2018 Results Volume VI - Are Students Ready to Thrive in an Interconnect...EduSkills OECD
Today’s students live in an interconnected, diverse and rapidly changing world. In this complex environment, a student’s ability to understand the world and appreciate the multiple different perspectives they are likely to encounter is key to their success.
In 2018, the OECD Programme for International Student Assessment (PISA) conducted its first evaluation of students’ capacity to live in an interconnected world. The assessment focused on students’ knowledge of issues of local and global significance, including public health, economic and environmental issues, as well as their intercultural knowledge, skills and attitudes.
Andreas Schleicher, OECD Director for Education and Skills, presents the findings from this latest PISA report.
OECD School Resources Review - Project Overview 2020EduSkills OECD
The OECD School Resources Review aims to help countries make resource decisions that support quality, equity and efficiency in school education. The Review provides country-specific and comparative analysis on the use of financial, physical and human resources in school systems. It offers policy advice on how to govern, distribute and manage resources so that they contribute to achieving countries’ educational objectives. More information on the project and its publications can be found at: http://www.oecd.org/education/school-resources-review/.
OECD School Resources Review - Working and Learning TogetherEduSkills OECD
The staff working in schools are the most important resource for today’s education systems, both educationally and financially. This report aims to provide guidance for the design of human resource policies that strengthen, recognise and preserve the positive impact that teachers, school leaders and other school staff have on their students. It offers an in-depth analysis of how human resource policies can make the best use of available resources to create supportive working environments and build both individual and collective professional capacity in schools. This includes the design of entry requirements, career structures, salary schedules and working time arrangements to attract, retain and motivate high-quality staff; the effective and equitable matching of staff with schools through fair and transparent staff funding and recruitment; and informed investments in professional learning, from initial preparation to continuing development. Throughout its analysis, the report looks at implementation challenges and considers under which conditions human resource policy reforms are most likely to have the desired effects on schools and their staff. This report is the third in a series of thematic comparative reports bringing together findings from the OECD School Resources Review. This report was co-funded by the European Commission.
TALIS 2018 - Teacher professionalism in the face of COVID-19 (London, 23 Marc...EduSkills OECD
The world is currently facing a health pandemic and sanitary crisis without precedent in our recent history.
This has affected the normal functioning of education systems worldwide. Nearly all of the 48 countries and economies participating in TALIS are now facing mass and prolonged school closures on all or significant parts of their territory, and UNESCO estimates that 1.25 billion learners are impacted worldwide – i.e. nearly 73% of total enrolments.
This is a major external shock on the operations of our schools and the work of our teachers, who have had to move to distance and digital education offerings within a few days. It is also a major shock and challenge for parents who have been turned into home-schoolers overnight, with no training for this!
This is an odd timing to present the findings of a report depicting the functioning of schools and the work of teachers “before Covid-19”. And although there are lots of interesting things in this report, this is not a priority for today.
Today, I would like to reflect instead on how school and teachers can adapt to these dire circumstances and carry forward their teaching.
Today, I would like to focus on TALIS findings that can help educational systems as they deal with the crisis, and think forward in working out possible strategies to cope with these circumstances.
Today, I would like to convey hope that we can count on teachers to rise to the challenges.
Equity in education - Breaking down barriers to social mobilityEduSkills OECD
In times of growing economic inequality, improving equity in education becomes more urgent. While some countries and economies that participate in the OECD Programme for International Student Assessment (PISA) have managed to build education systems where socio-economic status makes less of a difference to students’ learning and well-being, every country can do more.
Equity in Education: Breaking Down Barriers to Social Mobility shows that high performance and more positive attitudes towards schooling among disadvantaged 15-year-old students are strong predictors of success in higher education and work later on. The report examines how equity in education has evolved over several cycles of the OECD Programme for International Student Assessment (PISA). It identifies the policies and practices that can help disadvantaged students succeed academically and feel more engaged at school.
Using longitudinal data from five countries (Australia, Canada, Denmark, Switzerland, and the United States), the report also describes the links between a student’s performance near the end of compulsory education and upward social mobility – i.e. attaining a higher level of education or working in a higher-status job than one’s parents.
A coordinated approach to skills issues: the OECD Centre for Skills EduSkills OECD
A PowerPoint by Ms. Montserrat Gomendio, OECD Deputy Director for Education and Skills & Head of the Skills Centre, presented at the Skills Summit 2018, Porto.
SESSION 3: IMPLEMENT – Towards better skills policies for tomorrow’s world
Objective: Discuss the major challenges in the implementation of education and skills policies raised by the digital transformation, identify contentious issues and how they can be solved, and agree on specific actions
OECD School Resources Review - Responsive School SystemsEduSkills OECD
This report on Responsive School Systems is the second in a series of thematic comparative reports bringing together findings from the OECD’s School Resources Review. Evolving educational objectives, changing student needs and demographic developments require school systems to be highly responsive to new patterns of demand and adapt their provision accordingly. The organisation of school facilities, sectors and programmes plays a key role in doing so and in providing students with a high-quality education where they need it. The report aims to assist governments in organising school infrastructures and services to achieve their education policy objectives and to ensure that resources are used effectively and equitably. It offers a systematic analysis of the governance of school networks, their adaption to demographic changes and student needs in urban, rural and remote areas, as well as the vertical and horizontal co-ordination of education services to improve students’ transitions. This report was co-funded by the European Commission.
Raising Performance in Lithuanian Education - An International PerspectiveEduSkills OECD
Lithuania has achieved steady expansion of participation in education, substantially widening access to early childhood education and care and tertiary education, coupling this with nearly universal participation in secondary education. However, if Lithuania’s education system is to help the nation respond effectively to economic opportunities and demographic challenges, improvements in the performance of its schools and its higher education institutions are needed. Improved performance requires that Lithuania clarify and raise expectations of performance, align resources in support of raised performance expectations, strengthen performance monitoring and the assurance of quality, and build institutional capacity to achieve high performance. This orientation to improvement should be carried across each sector of its education system.
OECD PISA 2018 Results - U.K Media BriefingEduSkills OECD
The OECD’s PISA 2018 tested around 600,000 15-year-old students in 79 countries and economies on reading, science and mathematics. The main focus was on reading, with most students doing the test on computers.
Teachers are the most important resource in today’s schools. In every country, teachers’ salaries and training represent the greatest share of expenditure in education. And this investment in teachers can have significant returns: research shows that being taught by the best teachers can make a real difference in the learning and life outcomes of otherwise similar students. Teachers, in other words, are not interchangeable workers in some sort of industrial assembly line; individual teachers can change lives – and better teachers are crucial to improving the education that schools provide. Improving the effectiveness, efficiency and equity of schooling depends, in large measure, on ensuring that competent people want to work as teachers, that their teaching is of high quality and that high-quality teaching is provided to all students. This report, building on data from the Indicators of Education Systems (INES) programme, the Teaching and Learning International Survey (TALIS) and the Programme for International Student Assessment (PISA), explores three teacher-policy questions: How do the best-performing countries select, develop, evaluate and compensate teachers? How does teacher sorting across schools affect the equity of education systems? And how can countries attract and retain talented men and women to teaching?
Building a high-quality early childhood education and care workforce: Further...EduSkills OECD
Andreas Schleicher presents the new findings from the second volume of TALIS Starting Strong.
The work of early childhood education and care (ECEC) professionals is the major driver of the quality of an ECEC system. As evidence accumulates on the strong benefits of investing in early education, countries need effective policies to attract, maintain and retain a highly skilled workforce in the sector. This report looks at the makeup of the early childhood education and care workforce across countries, assessing how initial preparation programmes compare across different systems, what types of in-service training and informal learning activities help staff to upgrade their skills, and what staff say about their working conditions, as well as identifying policies that can reduce staff stress levels and increase well-being at work. The report also looks at which leadership and managerial practices in ECEC centres contribute to improving the skills, working conditions and working methods of staff.
The OECD Starting Strong Teaching and Learning International Survey (TALIS Starting Strong) is the first international survey that focuses on the early childhood education and care workforce. It offers an opportunity to learn about the characteristics of ECEC staff and centre leaders, their practices at work, and their views on the profession and the sector. This second volume of findings, Building a High-Quality Early Childhood Education and Care Workforce, examines factors that influence the skills development of ECEC professionals, their working conditions and well-being at work, and leadership in ECEC centres.
Presentation of Starting Strong IV by Montserrat Gomendio, OECDEduSkills OECD
Presentation of Starting Strong IV, the new report by the OECD on monitoring quality in early childhood education and care, launched on 28 October 2015 at the International Early Childhood Education and Care Event on Monitoring Quality in Dublin
OECD Education Policy Outlook: Country Policy Profiles 2020EduSkills OECD
An Education Policy Outlook Profile reviews the current context and situation of the country’s education system and examines its challenges and policy responses, according to six policy levers that support improvement:
Students: How to raise outcomes for all in terms of 1) equity and quality and 2) preparing students for the future.
Institutions: How to raise quality through 3) school improvement and 4) evaluation and assessment.
System: How the system is organised to deliver education policy in terms of 5) governance and 6) funding.
Education at a Glance 2019 - Higher EducationEduSkills OECD
Education at a Glance: OECD Indicators is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems in OECD and partner countries. With more than 100 charts and tables, Education at a Glance 2019 imparts key information on the output of educational institutions, the impact of learning across countries, and worldwide access, participation and progression in education. It also investigates the financial resources invested in education, as well as teachers, the learning environment and the organisation of schools.
The transition from early childhood education to primary school is a big step for all children, and a step which more and more children are having to take. Quality transitions should be well-prepared and child-centred, managed by trained staff collaborating with one another, and guided by an appropriate and aligned curriculum. Transitions like these enhance the likelihood that the positive impacts of early learning and care will last through primary school and beyond. While transition policies have been on the agenda of many countries over the past decade, little research has been done into how OECD countries design, implement, manage and monitor transitions. Filling these gaps is important for designing early years’ policies that are coherent, equitable and sustainable.
This report takes stock of and compares the situation across 30 OECD and partner countries, drawing on in-depth country reports and a questionnaire on transition policies and practices. It focuses on the organisation and governance of transitions; and the policies and strategies to ensure professional, pedagogical and developmental continuity between early childhood education and care settings and schools. The report describes the main policy challenges highlighted by participating countries, along with a wealth of practical strategies for tackling them. The publication concludes with six “cross-cutting” pointers to guide future policy development.
Education sector's growth lies with its talentPeopleWorks IN
Macroeconomic trends perking the newsstands are usually ignored by many of us as a buzz of the newspapers. However, each one of us plays an important role in shaping the future of our economy. The educational sector is thus a lucrative sector. Streamline the talent of your educational enterprise with the magic wand of technology, ensuring smoother workflow. Ensure efficiency by micro organizing employee data, trigger productivity and growth of the educational enterprise. Shift the focus from the attrition mode towards the effective employee engagement mode!
Usher the advantage of the cloud with PeopleWorks and enjoy growth uninterrupted!
List of Profitable Business Ideas in Education Sector. Ajjay Kumar Gupta
List of Profitable Business Ideas in Education Sector. Project Opportunities in Education Industry (School, University, Engineering, Medical, Dental, Pharmacy, Management, Nursing, Physiotherapy Colleges, Institutes).
India holds an important place in the global education industry. The country has more than 1.5 million schools with over 260 million students enrolled and about 751 universities and 35,539 colleges. India has one of the largest higher education systems in the world. Around 35.7 million students were enrolled in higher education in India during 2016-17.However; there is still a lot of potential for further development in the education system.
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From a million graduates every year, only 3% is appropriately employable to skilfully accomplish productive jobs. About half of the country’s people being young people; this presents a remarkable opportunity that can be utilised for the social, economic and sustainable growth of nation. Although, India boasts of having approximately 3.4 million skilled manpower, but the country will need around 500 million skilled workers, according to a report by ILO (Indian Labour Organisation) by 2022. This proposition presents as an imperative national priority to be addressed by addressing the issue of skill gap. Skill building is very important for making the aim of “Make in India”, a campaign announced by Present Prime Minister, Sh. Narendra Modi, a real success. This paper seeks to address the issue of skill gap and strives to present some key suggestions for skill building. Keywords: From a million graduates every year, only 3% is appropriately employable to skilfully accomplish productive jobs. About half of the country’s people being young people; this presents a remarkable opportunity that can be utilised for the social, economic and sustainable growth of nation. Although, India boasts of having approximately 3.4 million skilled manpower, but the country will need around 500 million skilled workers, according to a report by ILO (Indian Labour Organisation) by 2022. This proposition presents as an imperative national priority to be addressed by addressing the issue of skill gap. Skill building is very important for making the aim of “Make in India”, a campaign announced by Present Prime Minister, Sh. Narendra Modi, a real success. This paper seeks to address the issue of skill gap and strives to present some key suggestions for skill building.
From a million graduates every year, only 3% is appropriately employable
to skilfully accomplish productive jobs. About half of the country’s people
being young people; this presents a remarkable opportunity that can be
utilised for the social, economic and sustainable growth of nation.
Although, India boasts of having approximately 3.4 million skilled
manpower, but the country will need around 500 million skilled workers,
according to a report by ILO (Indian Labour Organisation) by 2022. This
proposition presents as an imperative national priority to be addressed by
addressing the issue of skill gap. Skill building is very important for making
the aim of “Make in India”, a campaign announced by Present Prime
Minister, Sh. Narendra Modi, a real success. This paper seeks to address the
issue of skill gap and strives to present some key suggestions for skill
building.
Keywords:
Uday Salunkhe - strategies for being a global mba playerudaysalunkhe
This article gives an in depth analysis on the strategies for becoming a global MBA player. It has been co- authored by Dr. Uday Salunkhe, Director of the prestigious Welingkar Institute of Management and Research.
Role of Entrepreneurship Education in Development and Promotion of Entreprene...Dr. Amarjeet Singh
Education in the area of entrepreneurship plays a significant role in the development of entrepreneurial skills in the individuals. It may help youth to develop skill, ability of decision making, risk taking ability, manage any situation, and proper acquisition of knowledge which could benefit them for starting, organizing and managing their own enterprises and became helpful in economic development. The target population is 417 graduates or post graduates students from the Entrepreneurship Development Cells (EDC) of premier institutions (two government and two private institutions) in which 136 were selected randomly as a sample for study. Descriptive and inferential statistics were used for analyzing the data with the help of SPSS 22.0 software. Present study evidences the role of EDCs in the skill development of male and female is equal in all components like ability of taking decisions, creativity, Research, Development and Innovation, taking initiatives and so on. Entrepreneur development cells of any institutions, programs and their faculties haven’t made any difference on the basic of gender. Their all programs are equal for all.
Role of Entrepreneurship Education in Development and Promotion of Entreprene...Dr. Amarjeet Singh
Education in the area of entrepreneurship plays a significant role in the development of entrepreneurial skills in the individuals. It may help youth to develop skill, ability of decision making, risk taking ability, manage any situation, and proper acquisition of knowledge which could benefit them for starting, organizing and managing their own enterprises and became helpful in economic development. The target population is 417 graduates or post graduates students from the Entrepreneurship Development Cells (EDC) of premier institutions (two government and two private institutions) in which 136 were selected randomly as a sample for study. Descriptive and inferential statistics were used for analyzing the data with the help of SPSS 22.0 software. Present study evidences the role of EDCs in the skill development of male and female is equal in all components like ability of taking decisions, creativity, Research, Development and Innovation, taking initiatives and so on. Entrepreneur development cells of any institutions, programs and their faculties haven’t made any difference on the basic of gender. Their all programs are equal for all.
Signaling value of Skills Education and Hands-on Jobsvaluvox
India ranks among the lowest in percentage of students enrolled for Skills Education. To get some perspective China has about 10 times, and Germany 14 times the percentage of students undergoing vocational training every year.
In the 15-29 year age group, among those in the hands-on labourforce, only 2% would have been formally trained and 8% acquire skills on the job. And of those that receive formal training only 3% secure employment. The starkness of the picture is apparent when one considers the numbers at hand – 12.8 million people entering the workforce every year.
The cost of an ill-trained workforce? Poor productivity. Despite appreciable improvements, workforce productivity for India is amongst the lowest, not just in the world but within Asia as well. The demand-supply mismatch – in terms of the inability of education to be able to feed employable skills into employment – is grave.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Research work for scenario of voccational training in india educompalpana96
I did an Intensive research on Vocational education market in idia An approach note on the understanding of the vocational education market, competition, gaps, and opportunities.
- One Big idea which is transformational and is disruptive.
- A lot of our work will be below the line, so a note on abilities in that area will help.
- Media strategy- so a note/pitch on the media buying partner will be required. You can also bring them in for the pitch.
About the Company and it’s Product.
Business Model
The Market and Marketing
SWOT Analysis
Competitive Analysis
Porter’s Analysis
Consumer Behaviour Analysis
Positioning and Targeting
As a pioneer in the staffing industry, and in the study of workforce preferences, Kelly takes a high-level look at collaboration as it pertains to the global worker today. In addition to analyzing worker preferences and psychographic insights based on survey data from the 2015 and 2014 Kelly Global Workforce Index™ (KGWI), this report pulls insights from Kelly Free Agent research (2015) survey data and other research sources. Unless otherwise noted, all statistics come from recent Kelly workforce research data.
Maßnahmen gegen den Fachkräftemangel in Europa in den Bereichen Mathematik, Informatik, Naturwissenschaft und Technik: Warum eine Strategie der Inklusion entscheidend ist.
Wenn wir den massiven Fachkräftemangel in den MINT-Berufen (Mathematik, Informatik, Naturwissenschaft und Technik) in Europa lindern wollen, müssen wir schleunigst damit beginnen, mehr Frauen einzustellen. Und wir müssen dabei an einem Strang ziehen. Zur Optimierung des MINT-Talentepools durch größere Diversität bedarf es jedoch mehr als nur ein wenig zusätzlicher Mühe bei der Personalanwerbung. Vor allem gilt es, ein Klima der Inklusion zu schaffen, das die Einstellung und Bindung von Frauen in der MINT-Branche begünstigt. Gleichzeitig müssen Unternehmen die Beseitigung von Vorurteilen und Barrieren zur Priorität erheben und zur Chefsache erklären; Führungskräfte müssen aktive Unterstützung leisten und institutionelle Verantwortung übernehmen. Des Weiteren ist es von wesentlicher Bedeutung, Frauen in diesen Berufen ein besseres Mentoring zu bieten und die Diversität weiter zu erhöhen. Denn es steht eine ganze Menge auf dem Spiel – und das betrifft nicht nur Ihr Unternehmen, sondern die Zukunft der Branche in ganz Europa.
Als Pionier auf dem Gebiet der Personaldienstleistungen und der Erforschung von Arbeitnehmervorlieben bietet Kelly Services eine umfassende Analyse, die verdeutlicht, weshalb es so wichtig ist, gegen die Unterrepräsentation von Frauen in Europas MINT-Branche anzugehen. Dabei untersuchen wir auch, welche Faktoren Unternehmen berücksichtigen müssen, um diese Spezialistinnen langfristig zu binden.
Neben der Analyse von Arbeitnehmervorlieben und psychographischen Einblicken auf Grundlage der Umfrageergebnisse aus dem Kelly Global Workforce Index von 2014 und 2015 werden in diesem Bericht auch Erkenntnisse aus der Kelly Free Agent Research-Studie von 2015 und sekundären Quellen berücksichtigt. Sofern nicht anders angegeben, stammen alle Statistiken aus aktuellen Arbeitsmarktstudien von Kelly.
The Kelly Global Workforce Index (KGWI) is an annual global survey that is the largest study of its kind. In 2015, Kelly collected feedback from 164,000 workers across 28 countries across the Americas, EMEA, and APAC regions and a multitude of industries and occupations.
This study is taking a high level look at:
- Work-Life Design as it pertains to the global worker today.
- Women in STEM Talent Gap - a study that at the gap of women talent in STEM – Science, Technology, Engineering and Math – fields.
- Career Management – specifically the emerging trend of do-it-yourself (“DIY”) career development – as it pertains to the global worker seeking to be as resilient as possible in today’s uncertain environment
- Collaborative Work Environment as it pertains to the global worker today.
Here is our second global report on the topic Women in STEM.
This comprehensive program covers essential aspects of performance marketing, growth strategies, and tactics, such as search engine optimization (SEO), pay-per-click (PPC) advertising, content marketing, social media marketing, and more
Want to move your career forward? Looking to build your leadership skills while helping others learn, grow, and improve their skills? Seeking someone who can guide you in achieving these goals?
You can accomplish this through a mentoring partnership. Learn more about the PMISSC Mentoring Program, where you’ll discover the incredible benefits of becoming a mentor or mentee. This program is designed to foster professional growth, enhance skills, and build a strong network within the project management community. Whether you're looking to share your expertise or seeking guidance to advance your career, the PMI Mentoring Program offers valuable opportunities for personal and professional development.
Watch this to learn:
* Overview of the PMISSC Mentoring Program: Mission, vision, and objectives.
* Benefits for Volunteer Mentors: Professional development, networking, personal satisfaction, and recognition.
* Advantages for Mentees: Career advancement, skill development, networking, and confidence building.
* Program Structure and Expectations: Mentor-mentee matching process, program phases, and time commitment.
* Success Stories and Testimonials: Inspiring examples from past participants.
* How to Get Involved: Steps to participate and resources available for support throughout the program.
Learn how you can make a difference in the project management community and take the next step in your professional journey.
About Hector Del Castillo
Hector is VP of Professional Development at the PMI Silver Spring Chapter, and CEO of Bold PM. He's a mid-market growth product executive and changemaker. He works with mid-market product-driven software executives to solve their biggest growth problems. He scales product growth, optimizes ops and builds loyal customers. He has reduced customer churn 33%, and boosted sales 47% for clients. He makes a significant impact by building and launching world-changing AI-powered products. If you're looking for an engaging and inspiring speaker to spark creativity and innovation within your organization, set up an appointment to discuss your specific needs and identify a suitable topic to inspire your audience at your next corporate conference, symposium, executive summit, or planning retreat.
About PMI Silver Spring Chapter
We are a branch of the Project Management Institute. We offer a platform for project management professionals in Silver Spring, MD, and the DC/Baltimore metro area. Monthly meetings facilitate networking, knowledge sharing, and professional development. For event details, visit pmissc.org.
New Explore Careers and College Majors 2024.pdfDr. Mary Askew
Explore Careers and College Majors is a new online, interactive, self-guided career, major and college planning system.
The career system works on all devices!
For more Information, go to https://bit.ly/3SW5w8W
The Impact of Artificial Intelligence on Modern Society.pdfssuser3e63fc
Just a game Assignment 3
1. What has made Louis Vuitton's business model successful in the Japanese luxury market?
2. What are the opportunities and challenges for Louis Vuitton in Japan?
3. What are the specifics of the Japanese fashion luxury market?
4. How did Louis Vuitton enter into the Japanese market originally? What were the other entry strategies it adopted later to strengthen its presence?
5. Will Louis Vuitton have any new challenges arise due to the global financial crisis? How does it overcome the new challenges?Assignment 3
1. What has made Louis Vuitton's business model successful in the Japanese luxury market?
2. What are the opportunities and challenges for Louis Vuitton in Japan?
3. What are the specifics of the Japanese fashion luxury market?
4. How did Louis Vuitton enter into the Japanese market originally? What were the other entry strategies it adopted later to strengthen its presence?
5. Will Louis Vuitton have any new challenges arise due to the global financial crisis? How does it overcome the new challenges?Assignment 3
1. What has made Louis Vuitton's business model successful in the Japanese luxury market?
2. What are the opportunities and challenges for Louis Vuitton in Japan?
3. What are the specifics of the Japanese fashion luxury market?
4. How did Louis Vuitton enter into the Japanese market originally? What were the other entry strategies it adopted later to strengthen its presence?
5. Will Louis Vuitton have any new challenges arise due to the global financial crisis? How does it overcome the new challenges?
15385-LESSON PLAN- 7TH - SS-Insian Constitution an Introduction.pdf
The Indian Workforce Today
1. Kelly Services
2013 Salary Guide
Greater China
The Indian
Workforce today
Divided by alma mater
or united by merit?
2. of top-paid CEOs in India are
from the branded colleges either
from India or abroad.
% of population growth
of India between the age
group of 18-23 vs. the
world average of 4%.
13%
annual growth in
employment will possibly
create 570 million jobs
over the next five years.
2.5%
of respondents felt that
media penetration is
an important tool for
enhancing brand image.
44%
of respondents believed
job prospects as a key
factor determinant
while choosing an
educational institute.
57%
72%
which stage did the brand reputation of your educational
institute play an important role?
Top 3 factors to be
considered in the
selection of an
educational institute
27
The average
duration of
education
in IndiaYears
Impact of BrandEd across generations
Gen Y
Gen X
Baby Boomers
56%
34%
8%
57%
During
first job
placement
7%
While
exploring new
opportunities
36%
Exploring
new business
opportunities
through networks
32.7%
28.4%
18.9%
Price
Processes
Promotion
How much significance
did your educational
institute play
while securing new
opportunities?
4%
28%
19%
42%
7%
No influence
Low influence
Neutral
Influential
Most influential
BRAND EDUCATION
(BrandED) and its effects
A quick glance at the significance of Brand Education on the career
3. 3
Kelly Services, Inc. (NASDAQ: KELYA, KELYB) is a leader in providing workforce solutions. Kelly®
offers a
comprehensive array of outsourcing and consulting services as well as world-class staffing on a temporary,
contract and permanent basis. Serving clients around the globe, Kelly provides employment to more than
560,000 employees annually.
Kelly has been at the forefront of the recruitment industry for over 60 years and has set the industry benchmark
with innovative recruitment and retention strategies. We pride ourselves on delivering a high level of customer
service and providing the right talent in accordance with our clients’ requirements. All our candidates undergo a
stringent screening process to ensure they are the best possible fit for the job.
All rights reserved. No part of this book may be reproduced or transmitted in any form without the written permission from Kelly Services India. The information contained in the Salary Guide
is intended for educational purposes only.
Kelly Services India takes no responsibility for any liabilities that emerge based on the information contained in this guide.
4. 4
Contents
11 Branding in Education Institutes: Current and Future Perspectives
19 Brand Education and Career: Executives’ Perspectives
9 Higher Education Sector in India
4 Executive Summary
21 Workforce in India: Current Structure
32 Conclusion
5. 5
Executive Summary
Fifty-six percent of respondents born in
the Gen Y period (Figure 1), feel that the
brand value of a person’s educational alma
mater has a significant impact on the career
growth opportunities over the course of
time. This prima facie, sounds rather obvious
as institutions and corporations to a certain
extent tend to contribute to this halo around
students and professionals from prestigious
educational institutes.
But does one’s alma mater play such a
significant role in career development? Are
alumni of prestigious schools in our country
a privileged lot? Do they have it any easier
than their counterparts? Or are there other
factors of merit besides the brand value of
one’s education at play in corporate society?
These are some of the answers we will
address in this paper.
Figure 1: Impact of BrandEd across generations
Gen Y
(born between 1982–2000)
Gen X
(born between 1965–1981)
Baby Boomers
(born between 1946–1964)
56% 34% 8%
6. 6
Conventional wisdom will lead you to
believe that a prestigious college education
will pave the way for a successful corporate
career with a high salary and a promising
career. The name of the college will give the
chance to showcase your potential talent
and skills at an accelerated pace.
India has an advantage in that it is home
to the world’s largest youth population.
Around 400 million people are in the age
bracket of 25–35 years. This makes India a
potential future supplier of skilled workforce
to the entire world; however, Indian colleges
are still struggling to find their place
globally. A recent study shows that none
of the Indian colleges are able to secure its
place in the top two hundred universities
in the world. In order to produce a globally
competitive workforce the Indian education
system needs a renaissance of sorts.
On the contrary, Indian technical institutes
have consistently managed to meet
demand globally. Large numbers of Indian
scientists are working in prestigious
research institutions around the world,
doctors from India are some of the most
celebrated around the globe and the
contribution of the Indian workforce to the
global IT industry.
Looking at the demand-supply equation of
the global workforce, the Indian institutes
alone are not able to meet the burgeoning
demand. Even though they have been
in existence for more than 50 years, the
pioneer institutes of management education
in India have 12000 to 15000 alumni as
compared to just a single management
school like the Indian School of Business
which has produced 8000 alumni in the
last ten years. These institutes are majorly
focused on branding to differentiate
themselves using a self-defined set of
attributes. The common strategy of
brands is to first establish their image and
perception and then expand into new
geographies. A recent example is the
expansion of ISB to a new Mohali campus,
Executive Summary
which has increased its intake from 800 to
1100. Thus, an educational institution in the
twenty-first century functions almost like a
corporation by looking at improving brand
perception while also fuelling growth.
Presuming that senior executives in all
corporations in India have at least one
professional degree, we will try and
analyse whether the brand name of their
educational institute is a necessity for a
successful career. Does the brand play an
important role in securing prestigious jobs?
For purposes of this study, we will term the
effect of the brand name of alma maters as
“BrandEd” (Branded Education).
7. Higher education sector in India
The higher education segment in India has
seen a paradigm shift in the past decade,
with the number of universities having
grown by a CAGR of 7.5% and number of
colleges having grown at a CAGR of 11%
(Source:UGC). Today, it has emerged as one
of the largest educational segments in the
world with around 15 million enrollments
across 31,000 institutions in 2011.
( Source:UGC) The inevitable role of the
private sector behind this unprecedented
growth in the higher education segment
will lead to battles for market share
between established players, and exposing
incumbents. To deal with these changes
the role of branding has become extremely
important as educational institutes use
branding as a tool to meet the sustainable
changes in the near future.
Figure 2: Growth in number of colleges and universities in India
Source:UGC
1950–51
1960–61
1970–71
1980–81
1990–91
2000–01
2009–10
2011–12
7
27
45
110
272
82
184
525
556
578
1819
3277
6963
5748
11146
25951
31324
8. The Indian education sector is
heterogeneous. By this we mean that the
market is dominated by established players
(mostly government institutions) where
the number of applicants is multiple of
30–50 of available seats compared to the
non-branded private institutes who offer
a much lower conversion rate. It is evident
from the graph on the previous page
that prior to the year 2000, the market
was dominated mostly by government
institutions as compared to the explosion
in private educational institutes seen in the
new millenium.
The role of private sector participation has
increased the gross enrollment ratio from
10% to 13.8% in 2010 with a proportionate
increase in professional courses like
engineering, medicine and management.
The government has set the target of 30%
gross enrollment ratio by 2020 (40 million).
Another interesting insight is that the
population of India between the ages of
18-23 will grow by 13% annually, compared
to the world average of 4%. The inevitable
role of private institutions in this growing
requirement has made it important for
institutions to benchmark against global
standards of education dissemination.
The Indian economy is growing with the
rise in domestic consumption, the increased
demand of workforce and the impact of
global outsourcing – the workforce in
India was 520 million back in 2010. The
recent announcement by the government
of an estimated 2.5% annual growth in
employment will possibly create 570
million jobs over the next five years. The
information technology and information
technology enabled services (IT and ITeS) is
one of the largest organized employment
sectors having created more than 10 million
jobs in the last decade alone. The industry
has added more than one million jobs
in the last two consecutive years and is
8
estimated to reach 30 million by 2020. To
meet the upcoming demand for skilled and
knowledgeable workforce, IT companies
are investing significantly in training and
education. A recent example is the initiative
taken by the founder of HCL by setting up
the Shiv Nadar University with the plan of an
annual intake of 8500 students in the next
eight to ten years.
Higher education sector in India
9. 9
It is evident from the research that the
growth of the Indian economy and
graduate education are highly correlated.
In the previous year alone more than
five thousand new colleges have been
opened in India (refer figure: 2). To survive
this fierce competition, branding has
become an important tool for colleges
and employers to stay ahead of the curve
by clearly communicating their academic
offering to students. Today, Gen Y enquires
about a multitude of factors such as
placement records, faculty, and alumni
experience before selecting their higher
education institution.
But were the same branding tactics used in
90s by higher institutes? Was selecting an
institution for higher education a difficult
choice for Gen X? What attributes make an
institution a brand for Gen X?
We went a step further to understand the
various decision triggers in considering an
educational institute across undergraduate,
postgraduate and doctorate courses.
The results can be seen in figure 3. What
is interesting to note is that the decision
triggers are vary significantly across these
levels of education.
Branding in education institutes: Current and future perspectives
Figure 3: Top three factors considered in choosing an educational institute
3.6% 9% 8.7% 50%21% 21.6% 15%21.6% 6%37% 11.4% 16.2% 9%18% 21% 1%10.9% 19%
Undergraduate college Postgraduate college Doctorate college
Reputation of college
Quality of academic input
Recommended by friends/seniors/family members
Infrastructure
Job prospects
Course fees
10. Figure 4: At which stage did the brand reputation of your educational institute play an important role?
The purpose of education institutes
has also changed with time. The focus
earlier was only to improve the quality of
education and set the basic foundation for
higher education in the country. College
infrastructure, location and other amenities
were not considered before selecting
the institute. In the next section, we will
look at how the process of education
dissemination has changed over time.
57%36%
During first job
placement
Exploring new business
opportunities through networks
Branding in education institutes: Current and future perspectives
7%
While exploring
new opportunities
11. 11
Tell us about your path thus far in the
corporate sector (your educational
background, previous organizations, total
work experience etc.).
S I have completed my masters and
doctorate in pharmaceutical science and I
also possess a management degree from
Mumbai University. I have contributed
in Lupin Ltd, Ranbaxy, Pfizer, and Merck;
currently I am working in Eisai India and
have been employed here or the last
five years.
D After completing graduation, I enrolled
for a CA and, post completion, I started my
career with PWC and currently I am working
as a country manager in NetApp.
How significant was the role of your
educational institute in your professional
growth?
S My core degree is from Punjab University
in pharmacy. I was fairly benefitted due
to my degree during initial search of job,
because Punjab University delivers sound
technical knowledge to its students.
Branding in education institutes: Current and future perspectives
Sanjit Singh Lamba
Managing Director,
President – Global Brands Business
unit and Global Head – Procurement
Strategy at Eisai India
Deepak Naragund
Country Manager,
Finance at NetApp
D
S D My institute name had no role in
my professional growth; I got the job
on the basis of my CA degree and the
specialization I chose during the course.
Professional courses provide functional
training, which in turn is helpful in the
corporate growth.
What according to you is the role of
college brand during appraisal and
opportunities within the organization?
S College brand plays an important role
during initial five years of one’s career; in
exploring new opportunities and sustaining
in the corporate sector because till then the
employers perceive you to be superior due
to your college brand, given you fulfill the
expectations.
D College brand does not play any role
during appraisal and the opportunities
within the organization. The candidate
performance, skills are the deciding factors.
Do you think that the college brand plays
an important role while exploring new
opportunities?
S Yes, it’s not only your degree that
impresses the employer but also the alumni
profile of your college that the employer
tracks to consider you for an employment.
D College brand has very little role in
exploring new opportunities. Candidate’s
performance, industry experience, skills and
professional networking are the attributes
which help in exploring new opportunities.
12. 12
What according to you is the relevance of
executive programs offered by branded
colleges to improve individual career
growth?
S It depends upon the objective of the
program. It always widens the career of an
individual. I have gone through the various
executive programs and I have found the
relevance of all the programs in contribution
towards an employee’s career life.
D Once an employee completes a
considerable time period in the corporate
sector, he may need a degree or
qualification that would facilitate his future
growth. Most of the executives feel the
need of this requirement when they reach
middle management and stagnate slightly.
What according to you is more critical in
employee’s growth: corporate training
programs or executive programs of
colleges? Please elaborate.
S Coaching and mentoring have value
addition in due course of time. These
programs are targeted for the middle
management are helpful for initial career
but not very useful from an executive
leadership point of view. And my opinion
about executive programs is that only long
duration courses may be of some value add.
D Both the programs have their own
advantages. An executive program gives
you fresh ideas to address the real world
problems. On the other hand, corporate
training is useful to enhance skills of
employees to perform routine tasks better.
Sanjit Singh Lamba
Managing Director,
President – Global Brands Business
unit and Global Head – Procurement
Strategy at Eisai India
Deepak Naragund
Country Manager,
Finance at NetApp
D
S What according to you is the ratio
of branded and non-branded college
graduates in senior management of
corporate world?
S Branded college pass out make 25% of
senior management and rest is from regular
colleges.
D Currently it would be 60:40 I would
imagine.
Do you think the ratio mentioned by you
in the previous question will change with
time? Which sectors according to you will
witness this change first?
S The contribution from the branded
colleges may come down. Banking and
financial services will witness the change first
while heavy manufacturing and IT will be
impacted the last.
D No, a significant increase will not be seen
until new branded colleges are opened up
or there is a sort of collaboration between
local institutions and foreign universities.
Branding in education institutes: Current and future perspectives
13. 13
To meet the demand of the changing
market scenario, most of the colleges
have a marketing department or they are
planning to set up a marketing department
as a separate unit. Brand management
has become the latest focus for most
educational institutes. Recently XLRI
(a 63-year-old management institute)
rejuvenated its brand to focus on industrial
relations and personnel management.
Today, BrandED strategy of educational
institutes is not confined to promotional
activities only, but to consistently deliver
superior academic quality, to improve
corporate networks to cater to the fast-
changing marketplace and to maintain
brand equity. Just before the placement
session begins, seminars and conferences
are organized by most management
institutes. In all, collaboration with industry
players and marketing is a value addition
process to the traditional services offered
by the higher education institutions. In this
paper we will look to measure the impact of
branding by educational institutes on their
alumni’s careers. A subsequent closer look
at the branded colleges in India shows how
they are managing the 7Ps of marketing.
Product: It includes the degree awarded by
the institute, affiliation with AICTE, UGC etc.
Some institutes also offer dual degree or a
degree from a foreign institute to students
still residing in India to differentiate among
competition. The value of such degrees is
mostly cosmetic with little significance in the
corporate sector in India.
Our research revealed that though tuition
or cost of education plays an important
part in selecting an educational institute,
a significant percentage of respondents
feel that the reputation of the institute is a
critical metric in selection.
Branding in education institutes: Current and future perspectives
Figure 5: What are the most important factors to be considered in the selection of an
educational institute / college for education?
7.2%
28.4%
People
32.7%
Price
Processes
12.8%
Place
18.9%
Promotion
14. 14
Price: Whereas prestigious institutes enjoy
the brand loyalty with the minimum fees
structure due to government aid, newly
opened institutes proclaim value for money
by claiming successful placements in their
marketing activities. Institutes also offer
discounted fee to the meritorious students
as a part of their promotional strategy.
Promotion: This activity has significantly
increased revenues of institutes when
used effectively. Prospectus, city offices to
boost up enquiries, campaigning during
the admission season as well as print and
TV advertisements are used to create
awareness. Significant budgets are allocated
by both established and new institutes for
this purpose.
People: Managing people is another
critical aspect, the truth of the matter is
that most of the colleges are facing an
immense shortage of faculty across all
levels. Retention of faculty is the biggest
impediment faced by colleges. Therefore
professionals from the industry are being
employed as visiting faculty in almost all
professional institutions.
Physical evidence: This includes basic
infrastructure including classrooms, libraries,
laboratories, computers and other necessary
equipment. The government institutions
often have inadequate infrastructure. Private
institutions are promoting themselves by
providing all global-standard amenities to
compare with world-class institutions.
Processes: The current demand supply gap
has created opportunities with institutions
focusing on expanding batch size by
improving the delivery process. IT enabled
services have been commonly used to
deliver content.
Place: Institutes are encashing their brand
equity by opening campuses at various
locations. Campuses are being opened
at unexplored destinations as well as the
global corporate hubs. These new locations
serve a two-pronged purpose: (a) to reach
a larger geographic audience, and (b)
strengthen corporate ties in their circle of
influence. This table illustrates some Indian
institutes with multiple campuses in India
and abroad.
Institute Campuses
in India
Locations Campuses
abroad
Locations
SP Jain institute of
Management and
Research
1 Mumbai 3
Dubai,
Singapore,
Sydney
Amity 4
Delhi, Noida,
Gurgaon, Jaipur
3
Singapore,
London, San
Francisco
BITS Pilani 3
Pilani,
Hyderabad, Goa
1 Dubai
Manipal Education
Group
5
Manipal,
Mangalore,
Bangalore, Goa,
Sikkim
4
Malaysia,
Nepal, UAE,
Antigua
Branding in education institutes: Current and future perspectives
15. 15
Tell us about your path thus far in the
corporate sector (your educational
background, previous organizations, total
work experience etc.).
J I joined MphasiS in 2006 as a delivery
manager and currently am working as an
Associate Vice President. Prior to this I was
a manager in Geometric Limited and a
design engineer in the Force Motor. I have
completed my Bachelors in Engineering
from Maharashta Institute of Technology
in 1995 and MBA from IME (Institute of
Management Education) in 1998.
R I am a business data processing and
economics graduate from Delhi University.
After graduation, I started working
with Ranbaxy. Henceforth, I worked in
pharmaceutical industry for almost 10
years and now am working with Clariant, a
chemical company as Head – IT Services.
Branding in education institutes: Current and future perspectives
Jerome Lobo
Associate Vice President,
MphasiS, an HP company
Raj Khemani
Head, IT at Clariant
R
J How significant was the role of your
educational institute in your professional
growth?
J I did my mechanical engineering from
Maharashtra Institute of Technology
and MBA marketing from IME. Both my
engineering and my MBA college name
helped me in fetching my first job only but
this name was futile in further career growth.
Later on only experience, knowledge and
the skills of an individual pay off.
R The role of my educational institute in my
professional growth was almost negligible.
I had to prove myself from my first job
onwards. I believe that the college does not
help to survive and grow in the corporate
world. It’s only individual’s qualities that lead
to one’s growth.
What according to you is the role of
college brand during appraisal and
opportunities within the organization?
J Role of the college brand have no
contribution in the appraisal process within
the organization. Experience, knowledge
and skills play an important role in the
career growth.
R I am not sure but I think some big
employers are really particular about
the brand as they keep a track of alumni
placement and the recruitment list. This
reinforce my believe that it helps in
exploring the new opportunities but later
on it is just performance that is required
to grow.
Do you think that the college brand plays
an important role while exploring new
opportunities?
J Yes, it’s not only your degree that
impresses the employer but also the alumni
profile of your college that the employer
tracks to consider you for an employment.
Being a fresher, brand name is helpful in
exploring opportunities but not helpful
in exploring ‘NEW’ opportunities while
working in an organization for a significant
time period because later the candidates
are evaluated on the experience basis.
R No, that time, talking about the brand is
a big waste of time, because it is employee’s
attitude, experience, and willingness to
learn that count for the appraisal and
recognition within the organization.
16. What according to you is the relevance of
executive programs offered by branded
colleges in improving individual career
growth?
J Executive programs give value addition
to the employees, equip them with special
skills and impart them knowledge, just
to keep them updated and groom their
personalities. Currently there is a great
demand for young employees holding
additional qualifications like executive
programs or equivalent because corporate
want young employees to resume the
responsibility for a longer time so as to cut
the cost incurred on old ‘n’ experienced
employees.
R These programs give a theoretical
picture of corporate world. The content
has very little relevance in the practical
environment. Hence I would say there is
very little value addition.
What according to you is more critical
in employee growth (corporate training
programs or executive programs of
colleges)? Please elaborate.
J Both types of programs are important
for the employee growth, only when they
are not just clerical types but also coupled
with the practical training. Rather one needs
to do personal exploration instead of relying
on these programs only, so as to inculcate
the values.
R Corporate training programs play
more important role in employee growth
than executive training programs. The
experiences shared by employees from
different departments are useful to
understand and improve workflow.
What according to you is the ratio
of branded and non-branded college
graduates in senior management
corporate world?
J This is not fixed across all the industries,
but it depends on the kind of industry and
its workforce requirements.
R According to me, the split between the
branded and non-branded college graduate
senior management is 70:30.
Jerome Lobo
Associate Vice President,
MphasiS, an HP company
Raj Khemani
Head, IT at Clariant
R
J Do you think the ratio mentioned by you
in the previous question will change with
time? Which sectors according to you will
witness this change first?
J No significant incline or decline is to be
seen.
R No idea.
Branding in education institutes: Current and future perspectives
16
17. The Indian economy was considered to be
an agrarian economy largely with minor
contribution from manufacturing untill the
90s, but post the liberalization policies, the
focus has been on the service sector. The
demand for a knowledge workforce has
increased and in response both educational
institutes’ and corporates have tried to
inculcate this change in their selection
processes.
Brand education and career: Executives’ perspectives
• Location advantage
• Recommend by
peers
• Tuition fees
• Previous record
• Market outlook
• Institution size
• Fee structure
Employee
perspective
• Strong Faculty
• Academics
offering
• Quality of
education
• Promotional
activities
• Research output
• Word-of-mouth
• Quality of fresh
graduates
• Previous experience
• Consistency in output
• MDPs and trainings
Employer
perspective
Before moving forward let us understand
the brand equity framework that prevails
in the higher education sector. This brand
equity framework enables universities to
manage and market the services supported
by the mission and vision.
17
INSTITUTION
18. We also asked the respondents the factors by which they would classify an educational
institute vis-à-vis its brand image. The figure below illustrates the findings.
Interestingly the media penetration of an
institute is still perceived as an important
tool for enhancing brand image. This,
however, is not necessarily linked to
performance or quality. Another major
factor is the effect vis-à-vis interaction with
alumni and peer networks at the work
place. Thirty-six per cent of respondents felt
that this is a major factor of classification
between a good institute or otherwise.
By focusing on employers’ perspective,
corporates on the basis of previous
experience of working with the alumni of
same college have a higher propensity to
work with the new candidates from the
same institution again.
18
Figure 6: How do you classify between a branded and a non-branded institute?
13.3%
6.7%
36%
44%
Magazine and
newspaper
rankings
Previous work
experiences with
alumni
Interaction with
with students
from the college
Responsiveness of
the college with
respect to changing
demand of the
corporate sector
Universities understand the importance of
this strategy and the fact that it can often
help to differentiate among the existing
competition, to identify profitable new
geographies, and achieve economies of
scale. The government has also understood
the importance of this and with the
objective of promoting foreign participation
in the education sector, the government
launched Educil in 2000. Most universities
wishing to attract overseas students to
their home campuses might be expected
to adopt standardized or adapted brand
strategies.
Employers, however, feel that apart from the
established educational players the segment
is not appealing. India is ranked sixth among
countries in the world where employers
have difficulty in finding a skilled workforce.
Brand education and career: Executives’ perspectives
19. This heterogeneity can also be seen through
employees’ perspective. Candidates from
branded colleges usually have two to three
offers after successful completion of their
course whereas candidates from non-
branded colleges find it difficult to repay
and meet expenses they have incurred
during the course.
Based on the above, BrandEd workforce
is majorly classified into three segments.
The first segment belongs to the workforce
from the prestigious institutes of respective
fields. The students from these institutes
enjoy high employability in the market. This
segment of workforce has high demand
in India, US and other developed markets.
The demand has also increased from
Australia, Singapore and New Zealand in
the last decade.
Workforce in India: Current structure
Level 1
minimal
education
Level 4
highly skilled
labor
Level 2
vocationally
skilled
Level 3
college graduates
52%
22%
22%
22%
The second segment of workforce is
the one trained by the private institutes
who are more attuned to the demands
of the corporate world albeit at entry- or
mid-level management. These institutes
closely work with corporate executives to
successfully recruit their students using
relationship marketing. This segment of
BrandEd workforce has comparitively less
bargaining power.
The third segment of BrandEd workforce
is trained either through institutions with
less propensity to continuously adapt to
market demands or through the private
institutions established within the past
decade. This segment of workforce trains on
the literacy level improvement rather than
on quality and technology advancement.
The workforce of this segment relies on
their skills and feels tremendous pressure to
climb the corporate ladder.
19
20. The above three segments comprise only
one million people per annum against the
domestic demand of fifty million. Therefore
the first segment mentioned above has to
deliver robust mechanism to develop more
talented professionals. The second and third
segments of the workforce have to foresee
the broader picture and focus on improving
brand equity and quality. A previous study
conducted by Nasscom and McKinsey
revealed that out of total graduates only
25% are readily employable year on year.
The executives working in middle and
senior management in the Indian corporate
sector are primarily from government
institutions. They agree that at their time
the focus was on nurturing the students with
a broad curriculum instead of just preparing
professionals for the corporate rat race.
As is pretty common overseas, the mode of
referral or even reference as a channel for
getting a job, is at an increase in India as
well. Fifty-one per cent of our respondents
identified a reference as the key factor in
getting their first jobs.
Figure 7: How did you get your first job?
36%
51%
Through
a reference
Campus
placement
5%
Through a job
consultant
8%
Job portal
Workforce in India: Current structure
20
21. Tell us about your path thus far in the
corporate sector (your educational
background, previous organizations, total
work experience etc.).
I completed my engineering from Sardar
Patel College of Engineering and a PG
diploma in Software Technology from
National Center for Software Technology.
Currently, I am working with Emco India Ltd.
Previously I have worked with Ion Exchange
India Ltd for eight years.
How significant was the role of your
educational institute in your professional
growth?
My college name was helpful in fetching
my first job. The consistency in the quality
of students has won the confidence of
recruiters.
Do you think that the college brand plays
an important role while exploring new
opportunities? What is the reason behind
such a perception of the employer?
Yes, while going for the first job, brand
name plays an important role. It is due to
Prasad Parab
CIO (VP – IT),
Emco India Ltd
Workforce in India: Current structure
this reason that brand name is not formed
in a single day, it takes many years to earn
this title and to preserve it. These colleges
pick the best students, who have already
survived through a fierce competition and
then they are polished and groomed. Hence
it is not a challenge for these students
to perform well in corporates and thus
employers consider them for a job
relatively easily.
What according to you is the role of
college brand during appraisal and
opportunities within the organization?
Branding does not have any direct link
with the corporate recruitment. It is just
the quality of the students/alumni of
the colleges that are obtained out of
these colleges. It is perceived that they
outperform in their jobs therefore they are
hired but at the end of day what is being
appreciated is performance and the same is
applicable for initial recruitment as well as
appraisal, if performance is good there are
plenty of opportunities and options with the
employee. No brand name really helps in
fetching success.
21
Could you please list down a few reasons
for favoritism of students from branded
college?
As I said brand is formed over the years.
So the best thing to get from these
colleges is the quality of faculty, supportive
infrastructure, competitive learning
environment and alumni placement record
that are appealing to the new employers.
But sometimes this suffers from a bias
because many good students are ignored
even if they are a good performer but are
not from premier institutions. But there are
so many applicants for a job every year so
someone has to be highly selective and it
is done at employer’s end and their brand
filters are set in recruitment and selection
process.
22. What according to you is the relevance
of executive programs offered by
branded colleges in improving individual
career growth?
Executive programmes are really helpful
in individual growth though this is not true
in Indian corporates but in MNCs these
programmes have a factor in future
growth usually.
Which programme is better: long-duration
Executive MBA programme or short term
MDP/EDP programme?
Both the programs have their own benefits
and offerings. Executive MBA in itself is a
degree that gives specialized knowledge to
employee in a particular field, say marketing
finance etc. and add-on one more
qualification in employees’ qualification
chart whereas MDP/EDP programmes are
not degrees as such, they are the top-ups
offered to the employee for his corporate
growth. These programmes as such are
not recognized at organisational level
rather they are known for skills recognition.
Employees are put to these programmes to
hone up their skills or to meet personality
deficiency.
What according to you is more critical
in employee growth: corporate training
programs or executive programs of
colleges? Please elaborate.
I think executive programs are more critical
than the corporate training. Executive
programs offer employees fresh ideas and
the interaction with the people of varied
background – academics and corporates.
What according to you is the ratio
of branded and non-branded college
graduates in senior management of
corporate world?
I believe that the current ratio will be 60:40.
Do you think the ratio mentioned by you
in the previous question will change with
time? Which sectors according to you will
witness this change first?
I am not expecting major changes. The
requirement of the workforce as compared
to skills of qualified candidates is really low.
Although, this also varies from industry
to industry.
Prasad Parab
CIO (VP – IT),
Emco India Ltd
Workforce in India : Current structure
22
23. The educational system was for most part
a non-profit business at the time of Gen X.
Quality of academic input (37%) was the
first choice for an undergraduate course.
Sixty-seven per cent of survey respondents
identified the quality of academic input
as a key determinant for their choice of
education institutes, followed by 57%
of respondents who also believe job
prospects are a key determinant in choosing
an educational institute. Excluding few
renowned brands like NIIT, Amity some
other private institutes that have opened in
last decade are maximizing revenue through
increasing tuition fees and compromising
on the quality of education offered. This
practice could be dangerous in the long
run, as 58% of respondents believe that the
institutes communicate differently at the
time of admission and so the picture is not
consistent over time.
Workforce in India: Current structure
23
4% 5.3% 26%
4% 9% 42%
9% 2% 14.7%
8% 9% 32.3%
4% 68% 20.7%
6% 6.7% 12%
11% 16.8% 60%
9% 14% 50.7%
2% 10.7% 11%
12% 11.8% 12%
8.3% 3.2% 13.3%
3% 18% 12%
76% 11% 38.3%
52% 32.9% 8%
27.4% 72% 11%
52.7% 27% 4%
14% 5% 4%
26% 39.6% 26%
44.3% 6% 1%
27.3% 32% 1%
Figure 8: Please rate the factors critical for growth in the corporate sector at the various stages of career life cycle?
College
brand
Education
Domain
expertise
Interpersonal
skills and
capability
Junior level Mid level Senior level
No influence Significant Neutral Low influence Most influential
24. In India, the average duration of education
is 27 years. College education comprises
six to seven years for the post graduates
and then 30–35 years of a career passing
through junior, middle and senior levels
of management. Respondents believe
that the role of college brand (76%) and
education (52%) are significant at the
junior level, while at mid level domain
expertise has more weight (72%) for
career growth.
Workforce in India: Current structure
Figure 10: How much significance did your educational institutes play during appraisals/new opportunities?
Figure 9: Do you feel that the brand reputation of your educational institutes had an impact on your career graph?
24
No influence
Low influence
Neutral
Significant
Most influential
Undergraduate college Postgraduate college Doctorate college
2%
4% 28% 19% 42% 7%
3% 2%3% 7% 16%18% 19% 15%54.7% 45% 49%22.3% 26% 18%
No influence Low influence Neutral Influential Most influential
25. IT companies are the major recruiters
among engineering graduates. Companies
are recruiting from branded and non-
branded colleges and spending large
training budgets to hone them. Banking
and financial services are among the major
A recent reform in the alumni policy could
be a big leap. Now most college’s executive
courses have revised alumni status that
has enabled all students enrolled even in
medium-duration programs to receive the
status of alumni. The research revealed
that 77.3% of the respondents feel that
even short-term courses from reputed
Figure 11: Apart from the industries you have worked in, what industries do you believe
you could contribute to effectively?
recruiters from branded MBA institutes
(34%). The majority of respondents (60.3%)
also believe that the BFSI is the sector
where they can contribute effectively,
followed by the FMCG (15.6%) and the
Telecom sector (14.1%) respectively.
Figure 12: Do you feel that the executive programs offered by branded institutes can be
helpful in improving your employability?
institutes could be helpful professionally
and the alumni status from the college
will expand their network reach and will
be beneficial for them for exploring new
career opportunities. Among the survey
respondents 96% believe that a salary
hike of 10%–30% is expected after the
completion of the program.
“Executive programmes help in improving the employee’s
performance, as it aligns the employees’ requirements with the
organization’s need.”
— Tarun Chandra (President, Sales and Business Development at Omnigrid Micropower Company)
Workforce in India: Current structure
25
15.6% 5% 5% 60.3% 14.1%
FMCG IT/ITeS Pharmaceutical BFSI Telecom
77.3%
YES22.7%
NO
26. Brand management is different at different
levels of service offering provided by the
universities. The research found that strong
support by branding is experienced in
postgraduate level courses. Among the
surveyed respondents (49%) felt that the
college brand plays the most significant
role in career growth. They believe that
the name of educational institute plays an
important role during first job placement
(57%) and also when exploring new business
opportunities through alumni networks
(36%). It is generally felt that the college
brand will help you to start your initial career
but it is your skills and the knowledge that
you gather that will help you to grow in the
corporate sector.
Alumni of branded colleges have proven
themselves. Almost 72% of top-paid
CEOs in India are from the branded
colleges either from India or abroad. This
statement is also validated by the survey
result where 62% of respondents agree
that the alumni of branded institutes have
proven themselves in the corporate world
throughout their career.
Workforce in India: Current structure
26
Figure 13: How much of an increase (%) do you expect in your salary after the
completion of the program?
50% 46% 3% 1%
10%−20% 20%−30% 30%−50% More than 50%
27. Tell us about your path thus far in the
corporate sector (your educational
background, previous organizations,
total work experience etc.).
I am working as the chief financial officer
(South India) in PepsiCo. I joined PepsiCo
in 2003 as a project manager, since then I
have worked in the various departments
handling different roles and responsibilities.
Prior to this, I worked as a finance manager
in Intel and Cadbury. I have completed my
chartered accountancy course from ICAI
in 1997.
How significant was the role of your
educational institute in your professional
growth?
According to me, a chartered accountant
degree is a stronger brand than the
institution name (ICAI). I got the advantage
of my CA degree.
Darpan Vashishtha
CFO – South India at PepsiCo
Finance Manager – Intel
What according to you is the role of
college brand during appraisal and
opportunities within the organization?
The role of college brand is instrumental
at the junior level but as you move up the
ladder, your experience and the practical
knowledge you have gained count more.
After eight to ten years, this experience
plays an important role during appraisals.
The impact of brand name is almost
negligible in appraisal.
Do you think that the college brand
plays an important role while exploring
new opportunities?
Yes, premier colleges render a good start
in the corporate world. This increases the
chance to grow and reach a mid-senior
position relatively early in your career.
However, if one has to change the company
or the sector, then no brand is decisive,
so all in all, it helps in exploring new
opportunities at an early stage only.
What according to you is the relevance
of executive programs offered by
branded colleges in improving individual
career growth?
Executive programs offered are alluring
for an individual growth that is short term.
However, the employees possessing the
executive MBA degree either by himself or
by the employer are cherished in corporate.
What according to you is more critical
in employee growth: corporate training
programs or executive programs of
colleges? Please elaborate.
Both are very important, for the employee’s
progress as well as for value addition.
However, I don’t see much relevance of
short-term executive programs. These
do not lead to a substantial growth of an
employee. On the other hand, full-time
courses are much more useful. Similarly,
corporate training programs in the actual
sense assist the employee in developing
his skills and it is also constructive to
the organization.
Workforce in India: Current structure
27
28. What according to you is the ratio
of branded and non-branded college
graduates in senior management in the
corporate world?
As of now, somewhere around 60%–70%
employees are from the branded colleges in
senior management.
Darpan Vashishtha
CFO – South India at PepsiCo
Finance Manager – Intel
Workforce in India: Current structure
28
Do you think the ratio mentioned by you
in the previous question will change with
time? Which sectors according to you will
witness this change first?
In India, the sectors can be classified into
slow-moving and fast-moving in terms of
employee growth, e.g. FMCG sector’s
employee growth is comparatively slower,
the periodic cycle of promotions and growth
is long here termed as a slow-moving
industry. On the contrary, IT exhibits the
trend exactly opposite to FMCG, i.e faster
employee growth. So in the near future we
can see a significant change in the branded
versus non-branded ratio in the IT sector.
29. Having an education from a branded
college is always an added advantage.
Employers prefer to offer 10%–20% more in
terms of remuneration compared to a
non-branded college pass out.
Figure 14: Approximately how much salary hike is offered for the same position to the
branded college pass-outs comparable to the non-branded college pass-outs?
54% 21.3% 22.7% 2%
10%−20% 20%−30% 30%−50% More than 50%
Workforce in India: Current structure
29
30. Tell us about your path thus far in the
corporate sector (your educational
background, previous organizations, total
work experience etc.).
After completing MBA in 1975 from Panjabi
University, I joined Heavy Engineering
Corporation as a management trainee.
How important was the role of your
educational institute in your professional
growth?
My institute name did not play any
significant role in getting me a start in
corporate. I had to work on my own and
explore the opportunities. Because it is
often perceived that students from non-
premier institutes are not up to mark and
require qualitative training in corporate, but
employers want to cut on the cost, so they
do not accept students readily.
Vikram Mehmi
President, Chairman’s Office at Suzlon Energy Ltd.
President and CEO, Birla Sun Life Insurance co Ltd.
How difficult was it for you to attain this
position if your college did not influence
your recruitment?
I started my career with Heavy Engineering
Corporation Ltd as a management trainee.
Thereafter I worked with NTPC, ONGC,
and VSNL etc. In all the organizations
I worked with, I had demonstrated my
capabilities either through entrance exams,
or interviews or the combination of both.
How easy was it for you to get job in an
industry other than your core industry
(telecom); did your college brand name
pose any challenge here?
No, when you are working in a functional
department only your knowledge is being
evaluated and not the previous industry
or the college name. So for me it was all
effortless to get into another industry.
Workforce in India: Current structure
30
What according to you is the role of
college brand during appraisal and
opportunities within the organization?
No brand name plays an evident role
during the appraisal. It is significant at
the recruitment stage, later on domain
knowledge and corporate experience is
more important to grow.
Do you think that the college brand plays
an important role while exploring new
opportunities?
Yes, definitely. At the early stage of job
search brand plays a crucial role. The reason
underlying is that these institutions make
quality students and they are undoubtedly
perceived to be superior by employers
and so is the reason behind campus
recruitments. But while exploring new
opportunities after a certain time period in
an industry, brand name does not work.
31. What according to you is the relevance of
executive programs offered by branded
colleges in improving individual career
growth?
It is absolutely useless if it is pursued to add
an extra qualification in the resume, but if
the purpose is to learn, it makes sense.
What according to you is more critical
in employee growth: corporate training
programs or executive programs of
colleges? Please elaborate.
Both are equally important, but it is always
advantageous to impart little corporate
training in colleges and the branded
colleges work towards it that is why these
students are all-time favorite of employers.
What according to you is the ratio
of branded and non-branded college
graduates in senior management of
corporate world?
The ratio of non-branded college graduates
is almost negligible at the senior positions.
Workforce in India : Current structure
31
Do you think the ratio mentioned by you
in the previous question will change with
time? Which sectors according to you will
witness this change first?
According to me not much difference would
be seen.
Vikram Mehmi
President, Chairman’s Office at Suzlon Energy Ltd.
President and CEO, Birla Sun Life Insurance co Ltd.
32. The research undertaken for this study
clearly throws up some interesting insights.
Though common perception would lead
us to believe that quality of education
(BrandEd) plays a direct role in the growth
of one’s career, it is not a simple symbiotic
relationship. As Tarun Chandra, President
Sales and Business Development at
Omnigrid Micropower Co. says, “It helps in
exploring the opportunities only when you
are a fresh graduate and look for the first
job, but plays no role in subsequent career
cycles.” Many C-level executives share
this view. But what is interesting to note
is that 80% of the executives who have a
similar viewpoint are themselves alumni of
premier institutes in India. What this means
is that the executives who are not from the
premier educational institutes have a higher
tendency of believing that the prestige of
an alma mater has a direct impact on career
growth. This is an interesting sociological
trait that validates the aspirational value
that premier institutes imbibe among the
general populace.
Conclusion
32
Figure 15: Current job position
20%
CEO
20%
Regional
Head
8%
CMO
7%
Vice-President
5%
CFO
4%
CTO
16%
Director
20%
Department
Head
33. Conclusion
33
Figure 15 above shows the spread of
respondents covered in this study. Almost
60% of CXOs felt that the corporate
sector follows, for most part, a transparent
meritocracy. But what is interesting to note
is that 75% of these CXOs are from tier-one
educational institutes.
Navdeep Thandi, AVP–HR, HDFC
Standard Life Insurance sums it up well,
“The brand tag can give you only an entry
pass to the corporate world but can not
help you to fetch a good report card in
an organization.” This goes to show that
though academia and corporate excellence
will always be closely linked, it is not a
cause-effect equation. A good education
can pave the way to a succesful entry
at one’s choice of a career, but it’s not a
means of sustainability alone. As economies
grow and contract, competition at all
levels of employment is increasing. True
meritocracies are the organisations that will
do well in this global economy, and hence it
is imperative for executives to continuously
add value to their expertise and skill sets.
As seen in the graph below, even during
appraisals across levels, 56% of respondents
felt that the educational institute of the
employee plays a nominal role during
the appraisal process. Rather, purely
performance related metrics are the only
factor in assessing increments and increased
responsibilities.
Hence both organistaions and educational
institutions will have to continue to adapt
to changing global work standards and
institutes will have to take the lead in
developing future leaders and imparting
Figure 16: What is the weight of educational institute during appraisal of your team?
the knowledge and skills that are required
to execute a task, but most importantly
imbibe in its future alumus, the confidence,
perseverance and self belief that is most
critical for success in the corporate hierarchy.
56% 24% 14.7% 5.3%
10%−20% 20%−30% 30%−50% More than 50%