Skill, Competencies and Values

Skills, Competencies and Values in Higher EducationFebruary 11, 2015

Agenda

Importance of Domain Skills in HE

Incorporating Skill Based Courses in Arts, Science and Commerce Programs

Strategy for Building Competency

Strategy for Building Values in HE

Goals of Higher Education

Economic Empowerment

Societal Empowerment

Knowledge Creation

(C) Wadhwani Foundation 2014

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?

Education-to-employment

• Highway• Three Drivers – 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


Education-to-employment – A Framework

Source: McKinsey Report 2014

Some Directions

Education providers and Employers actively step into each other’s shoes

Enrollment

Build Skills

Find Work

Find Work

Build Skills

Enroll in a Course

To

Agenda





Foundation Courses

• Employers value 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

Cross Cutting Skills for 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


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

Seven Guiding Principles

Offer related 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

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

Commerce

Domains Possible CoursesBanking & 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

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

Across Domains

Roles – Partial List

Customer Relationship Executive / manager

Sales Executive / Manager

Quality Control Executives

Purchase Executive

Service Executive

Tele Caller

Stores Executive

Key Imperatives

Pedagogy• Learner centric, 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

Agenda






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

Competency based Education – A Conceptual Learning Model


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


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

Agenda






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.


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


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

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

Agenda





Thank You

Mainstreaming skills for Employment

Polytechnic Program

Year1

NSQF Diploma

Class12Pass

Year2

NSQFAdv. Dip.

Year3

High SchoolIX | X | XI | XII

IndustryEmployment

NSQF L2 L3 L4

School Program Community College Program

L1NSQF B.Voc.

National

Skills

Qualifications

Framework

http://www.istockphoto.com/stock-illustration-16030932-graduation.php?st=48238cb

http://www.istockphoto.com/stock-illustration-16030932-graduation.php?st=48238cb

Issues Facing Higher Education: (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


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.


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.

Skill, Competencies and Values

Education

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