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Skill, Competencies and Values
The document outlines the importance of integrating skills, competencies, and values in higher education to address youth unemployment in India, emphasizing the need for collaboration among educators, employers, and students. It advocates for the incorporation of skill-based courses across various disciplines and presents a competency-based educational framework that prioritizes mastery of skills over traditional time-based learning. Additionally, the document highlights the significance of value-based education in fostering personal and social responsibility among students.
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Skill, Competencies and Values
- 1. Skills, Competencies andValues in Higher Education February 11, 2015
- 2. Agenda Importance of DomainSkills in HE Incorporating Skill Based Courses in Arts, Science and Commerce Programs Strategy for Building Competency Strategy for Building Values in HE
- 3. Goals of HigherEducation Economic Empowerment Societal Empowerment Knowledge Creation
- 4. (C) Wadhwani Foundation2014 Current Situation • About 75 Million youth are unemployed • Half of youth are not sure that their post-secondary education has improved their chances of finding a job • Almost 40 percent of employers say a lack of skills is the main reason for entry-level vacancies. Crucial Questions: • How can India move its young people from education to employment? • What are the problems? • Which interventions work? • How can these be scaled up?
- 5. Education-to-employment • Highway • ThreeDrivers – Want to reach the same destination – Educators, Employers and Young People • Critical Intersections – When Young People: – Enroll in HE – Build Skills – Seek Work • At each point – Drivers need to take account of each others to keep moving safely and efficiently • Issues – Drivers don’t take into account each other – Proceed in different lanes – Collide with each other • Leaving everyone worse off than when they started
- 6. (C) Wadhwani Foundation2014 Education-to-employment – A Framework Source: McKinsey Report 2014
- 7. Some Directions Education providersand Employers actively step into each other’s shoes Enrollment Build Skills Find Work Find Work Build Skills Enroll in a Course To
- 8. Agenda Importance of DomainSkills in HE Incorporating Skill Based Courses in Arts, Science and Commerce Programs Strategy for Building Competency Strategy for Building Values in HE
- 9. Foundation Courses • Employersvalue soft skills • Hard to define, distill or express • Key Soft Skills General Domains Social Methodological Personal Writing Skills Communication Creativity/ Innovation Learning Skills IT Literacy Customer Orientation Decision Making Commitment Numerical Skills Teamwork Information Search Professional Ethics Financial Literacy Leading Others Analysis Skills Tolerance to Stress Legal Literacy Negotiation Results Orientation Self-awareness Entrepreneurship Conflict Management Continuous improvement Adaptability
- 10. Cross Cutting Skillsfor 21st Century Work Place Communicating With Peers •Providing information in-person, electronically, or via social media; creating targeted messaging to influence an intended audience Establishing & Maintaining Interpersonal Relationships •Developing constructive and collaborative working relationships with others, and maintaining them over time Researching / Gathering Information •Observing, receiving, and otherwise obtaining information via meetings, interviews, or web-based or more- formal research Communicating with Persons Outside the Organisation •Leveraging media to communicate with people outside the organization, representing it to customers, the public, government, and other external sources Interacting with Computers •Using computers and computer systems to set up functions, enter and analyze data, or process information Making Decisions and Solving Problems •Using analytical skills to inform decision making and problem solving Thinking Creatively •Developing, designing, or creating new content, ideas, systems, or products, including artistic contributions
- 11. (C) Wadhwani Foundation2014 Elective Courses • Supportive to the discipline of study • Providing an expanded scope • Enabling and exposure to other disciplines / domain • Nurturing student’s proficiency / skill • Generic Elective or Open Elective
- 12. Seven Guiding Principles Offerrelated application oriented skill courses Connect to local contexts Multi-disciplinary seamlessness Industry / work place integration Internships and field based micro-research Align with National Occupational Standards / Employer Needs Match Supply to Demand – District, State, National & Global
- 13. Arts Domains Possible Courses All• Customer Relationship Executive / Manager Media & Entertainment • Art Director • Script Writer, Editor • Videography, Photography • Web Design • Digital Animation Tourism & Hospitality • Tourist Guide • Historical Monuments (Architecture, History, Photography, Videography, Sculpture…) Fashion Design & Merchandising Dance • Salsa, Indian Dances, Literature • Film Study and Appreciation
- 14. Commerce Domains Possible Courses Banking& Financial Services • Accounts Executive (Receivables, Payables, Statutory Compliances, Payroll…) • Equity, Commodity and Currency Markets Logistics & Supply Chain Management • Purchase Manager • Inventory Manager • Transportation Logistics Manager • Operations Supervisor IT / ITes • ERP Systems (SAP etc..), Accounting Applications, Retail • Small Scale Retail Entrepreneur • Departmental Manager • Stores Executive / Manager Export Executive / Manager • Export Documentation / Processes, Legal / Paralegal • Legal System • Civil Litigation and Trial Preparation • Family Law • Electronic Litigation
- 15. Science Domains Possible Courses Agriculture• Veterinary (Field Assistant, Clinical Assistant) • Food Processing Health • Medical Sales Representative, Hospital Management, Emergency Medical Technician • First Aid • Health, Safety and Nutrition Electronics • Embedded Software Engineer, Systems Designer. Gems & Jewelry • Melter & Refiner • Designer IT/ITes • Various Roles Security • Security officer, CCTV Supervisor, Telecom
- 16. Across Domains Roles –Partial List Customer Relationship Executive / manager Sales Executive / Manager Quality Control Executives Purchase Executive Service Executive Tele Caller Stores Executive
- 17. Key Imperatives Pedagogy • Learnercentric, Outcome based, Field work, Micro-Research, Labs & Workshops, Internships • Full Semester Assessment • Theory, Practical, Projects, Competency based Industry Collaboration • Governance, Curriculum Design, Course Delivery, Internships, Guest Lectures, Workplace visits, Assessments Curriculum design • Industry Involvement, Job role Specific (National Occupational Standards), e- content / MOOCs Faculty • In-house core faculty, Adjunct Faculty, Guest Faculty
- 18. Agenda Importance of DomainSkills in HE Incorporating Skill Based Courses in Arts, Science and Commerce Programs Strategy for Building Competency Strategy for Building Values in HE
- 19. (C) Wadhwani Foundation2014 Competency based Education The educational approach allows students to pursue a course based on their demonstration of skill mastery. • Course divided into granular competencies • Measures Learning rather than Time • Fundamentally changes the faculty role – “Sage on the stage” to a ‘Guide on the side” • Needs defining the competencies very clearly • Need experts in assessment to ensure that we’re measuring the right things. • Use of online technology will play a key part
- 20. Competency based Education– A Conceptual Learning Model
- 21. (C) Wadhwani Foundation2014 Competency based Education • Traditional Model: Time of a course is fixed, Mastery is flexible • Competency Model: Time is flexible, Mastery is fixed Implications: • Focus on what students learn, rather than where or how long the learning takes place. • Receive credits based on their actual demonstration of skills learned. • Focus is on demonstrated learning outcomes • Assessment based on mastery of a specified number of granular competencies which make up a course. • Learning at self-directed pace • Advancing faster by showing what they already know. • Competencies based on labour market needs
- 22. (C) Wadhwani Foundation2014 Competency based Assessments Demonstration of a defined set of proficiencies and mastery of knowledge and content. Assessment Tools • Measure learning outcomes • Portfolio of work done – Documentation and evidence of competency. • Student work samples • Projects
- 23. Agenda Importance of DomainSkills in HE Incorporating Skill Based Courses in Arts, Science and Commerce Programs Strategy for Building Competency Strategy for Building Values in HE
- 24. (C) Wadhwani Foundation2014 Value Based Higher Education “Education for values should be education for man-making and character building” – Swami Vivekananda It consists of: • Going beyond knowledge and skills to include other aspects of being a person in society (such as emotion, spirituality, moral judgment, embodiment). • An integrative view of learning and development that emphasizes the connections and relationships between thinking, feeling and action, rather than separating cognitive dimensions of education from affective or moral dimensions.
- 25. Value Based HigherEducation Value education is a complex process which involves developing the ability to think in terms of values, the ability to do the ‘right’ thing and also the ability to feel the emotions. Aim: • Striving for excellence • Cultivating personal and academic integrity • Contributing to a larger community • Taking seriously the perspective of others • Developing competence in ethical and moral reasoning and action • Maintain a good relationship with other human beings and environment • Caring for natural environment • Promote good citizenship and peace building at local, national and global level • Have healthy respect, tolerance and adaptability to diversity – Societal, political, cultural, religious, gender, racial, regional, geographical technological, income / wealth
- 26. Value Based HigherEducation Value education is a complex process which involves developing the ability to think in terms of values, the ability to do the ‘right’ thing and also the ability to feel the emotions. Pedagogy: • Transformative learning starts with an experience (eg a project in the community; a conversation with someone from a different background in a hall of residence, or a student or a customer); • Students critically reflect on that experience; • Students engage in dialogue with others about it. • Group Discussions, panel discussions, workshops, seminars • Conduct surveys on value issues and preparing critical notes • Speeches, group work, Interviews • Embed case studies, examples, exercises in other subjects: Science, Math, English, Communication, Writing skills etc
- 27. Some Illustrative Subjects •Peace Building • Conflict Management and Transformation • Social cohesion and development Education for Peace • Democracy and social justice • Human rights education • Sustainable Development • Accessible society for PwDs, Senior Citizens Citizenship Education • Business Ethics • Bio Ethics • Plagiarism Ethics education • Self-awareness, personal development • Interpersonal skills • Health related life skills (prevention of HIV/AIDS, anti- harassment, non-abusive relations, safety) Life-skills education
- 28. Agenda Importance of DomainSkills in HE Incorporating Skill Based Courses in Arts, Science and Commerce Programs Strategy for Building Competency Strategy for Building Values in HE
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- 30. Mainstreaming skills forEmployment Polytechnic Program Year1 NSQF Diploma Class12 Pass Year2 NSQF Adv. Dip. Year3 High School IX | X | XI | XII Industry Employment NSQF L2 L3 L4 School Program Community College Program L1 NSQF B.Voc. National Skills Qualifications Framework
- 31. Issues Facing HigherEducation: (Partial List) Return on Investment: Time, Money and Efforts Government vs. Private Funding: Subsidy, State Policy and Priorities Industry Needs vs. HE System: Work Force Development, teaching, Research Higher Education Design: Roots in Industrial Era, Technological Disruptions, Need for a 21st Century Design
- 32. (C) Wadhwani Foundation2014 Competence Based Assessment Assessment is the process of collecting evidence and making judgements on whether competency has been achieved. The purpose of assessment is to confirm that an individual can perform to the standard expected in the workplace, as expressed in the relevant endorsed industry or enterprise competency standards.
- 33. (C) Wadhwani Foundation2014 The Dimensions of Competency • People are considered to be competent when they are able to apply their knowledge and skills to successfully complete work activities in a range of situations and environments, in accordance with the standard of performance expected in the workplace. This view of competency: • emphasises outcomes • focuses on what is expected of an employee in the workplace • highlights the application of skills and knowledge to workplace tasks • incorporates the ability to transfer and apply skills and knowledge to new situations and environments • focuses on what people are able to do and the ability to do this in a range of contexts.