We have been working on a programme for 'Global Employability' for a while . The shape of it now finally crystallising, after labouring on for several weeks and exploring various different ideas.
This is indeed as much a statement about our approach to education as it is about the subject matter of employability. We have researched the area quite extensively, particularly as we had to explore not just what it means in the UK, but also what it signifies in our key target markets, such as India. We find a pattern, a pattern that we were keen to break away from. Most of the programmes we reviewed takes employability in some sort of old fashioned, static sense, which is no longer valid in our crisis-prone post-recession world [As the entrepreneur and author Tim Clark says, Career is a verb now!] What we do at U-Aspire is solely focused on preparing our students for this, contemporary, world of work. Our starting point is to align with a world shaped by possibilities of technology and globalization. This is deeply embedded in all we do, the education we offer. So, in the end, we ended up challenging the whole idea of employability and have built our programme from scratch.
Indeed, to start with, we did not simply see the point of a certified course, when the only proof of employability is having an employment. But, as we explored the courses and talked to people who take these courses, it was easy to see the requirement.Career options today are vexing even for the Brightest. Besides, this is not just about getting a job: There are many people without a job, but there is also a great number stuck in dead end jobs without future or hope. If education has to be about hope and change, one has to look at the whole 'employability' phenomenon with a fresh pair of eyes, and overcome both the lack of ambition embodied in the current crop of employability programme as well as the limited perspective of the 'employability' skeptics.
Employability, seen from this aspirational perspective, is not about getting to the lowest rung of the career ladder, somehow getting through the door. Employability is, and this is our starting point, about being in charge of one's life and being able to do something that one wants to do. So, it is about the switch from being career victim to the owner of one's own career, calling the shots and crafting the strategies.
This is indeed employability thinking upside down, because the existing programmes (no matter what you call it, employability training in the UK or 'finishing school' in India) are all about writing CVs and developing better dress sense, set in getting through the door paradigm. We want to develop instead a programme where one thinks of one's own career in more active form, something that one can plan and transform. This is, we surmised, right for our audience, ambitious and bright students all over the world, and consistent with what we are trying to elsewhere in the business, creating courses fusing Enterprise, Technology and Creativity.
So, our employability programme looks quite different in shape: This is less about a desperate jobseeker and more about the 'start-up of you', as Reed Hoffman calls it. This is about being in charge, understanding the global opportunity, actively seeking to define a career for oneself and having practical and workable strategies to achieve so. The skills, writing the right CV, dressing up better, ability to present and converse, all appear in context, but they are not the point: The point is to put the learner, the owner of one's own self, in charge.
Why do we still call it an 'employability' programme? Does that sound unambitious? Our view is that employment isn't dead, at least not yet: The companies are hungry for smart employees, who create value for their employers by creating value for themselves, by moving forward in their lives they move their companies forward. This is the kind of employees our programme is designed to enable. This is indeed about employability, but its aspirational 21st century variety.
The programme we designed now is, therefore, full of ambition, intensely global and constructed of tools and ideas right from the playbook of modern social media and business thinking. This is about connecting people globally and unleashing the power of aspiration, of enabling everyday entrepreneurs who bring new ideas to our daily lives, and of starting a new conversation about work and life. We connect experienced global mentors and ambitious learners, and bring in real employers to create a long term view of what employability means.
We started off somewhat as sceptics but have become a real converts now: Designing this programme was as pleasurable as anything we have done yet.
Popular posts from this blog
A friend has recently forwarded me a quote from Lord Macaulay's speech in the British Parliament on 2nd February 1835. I reproduce the quote below: "I have traveled across the length and breadth of India and I have not seen one person who is a beggar, who is a thief. Such wealth I have seen in this country, such high moral values, people of such calibre, that I do not think we would ever conquer this country, unless we break the very backbone of this nation, which is her spiritual and cultural heritage, and, therefore, I propose that we replace her old and ancient education system, her culture, for if the Indians think that all that is foreign and English is good and greater than their own, they will lose their self-esteem, their native self-culture and they will become what we want them, a truly dominated nation." The email requested me to forward me to every indian I know. I was tempted, but there were two oddities about this quote. First, the language, which
Introduction : The Business of Gift Giving Business gift giving has always been common and contentious at the same time. Business gifts are usually seen as an ‘advertising, sales promotion and marketing communication medium’ (Cooper et al , 1991). Arunthanes et al (1994) points out that such gifting is practised usually for three reasons: (a) in appreciation for past client relationships, placing a new order, referrals to other clients, etc.; (b) in the hopes of creating a positive, first impression which might help to establish an initial business relationship; and (c) giving may be perceived as a quid Pro quo (i.e. returning a favour or expecting a favour in return for something). The practitioners of gift-giving generally argue that doing business is often an aggregation of personal interactions and relationships, and gift-giving should be seen as a natural way of maintaining and enhancing these relationships. ‘Business gifts, especially one given in the course of the festive s
Buzzwords have disadvantages. Right now, experiential learning is one, and that means we put the label on everything and it stops to mean anything. Also, this means reasonable conversation about experiential learning becomes difficult - at times such as this, either you preach experiential learning or you are traditional, antiquarian and hopelessly out of touch. But, overlooking the limitations of experiential learning can cause big problems. Experiential Learning does many things - putting practice at the heart of learning is an important paradigm shift - but not everything, and it is important to be aware what it does not do. Usually, we equate the terms Project-based Learning (the method) with Experiential Learning (the idea) and Learning from Experience (the ideal), treating them as one and the same and using the terms interchangeably. Any talk about distinctive meaning of these terms is usually seen as pedantic, but really represent very different ideas about education.
Today, Helen Goddard, 26, a highly popular music teacher of a City School for Girls, has been sentenced to 15 months in prison. Her crime was to carry out a year long lesbian affair with one of her pupils, who appeared in the court and admitted that the affair was consensual and it was she who pressured Helen into the affair. For Helen, a bright musician and a devout Chistian, this is an extraordinary lapse of judgement. Also, she was teaching in the £13,000 private girls only school in London. She was surely aware what the consequences of her action will be. The fact that she still could not stop herself tells us that lovers do not always act rationally, something we always knew. There is more in this affair than personal tragedies. For a start, this has all the dramatic elements: a bright, beautiful teacher more in Julia Roberts mould [as in Mona Lisa Smile], a stiff upper lip school [not unlike Wellesley] and a story like Notes On A Scandal with an added twist. Indeed, Helen
There is no other city like Kolkata for me: It is Home. The only city where I don't have to find a reason to go to, or to love. It is one city hardwired into my identity, and despite being away for a decade, that refuses to go away. People stay away from their homeland for a variety of reasons. But, as I have come to feel, no one can be completely happy to be away. One may find fame or fortune, love and learning, in another land, but they always live an incomplete life. They bring home broken bits of their homeland into their awkward daily existence, a cushion somewhere, a broken conversation in mother tongue some other time, always rediscovering the land they left behind for that brief moment of wanting to be themselves. The cruelest punishment, therefore, for a man who lives abroad is when his love for his land is denied. It is indeed often denied, because the pursuit of work, knowledge or love seemed to have gotten priority over the attraction of the land. This is particularly
Introduction: Hastings in the history of Indian Education Whether or not one includes Warren Hastings in the history of Education in India is a matter of perspective. If writing the history of education means writing the history of schools, the impact of Hastings' administration would be quite limited. If anything, the rapid implosion of local rulers in Eastern, Southern and Northern India during Hastings' tenure had meant a bleak period for the indigenous education system, as patronage and funds would have dwindled away for many of them. The Company administration really concerned itself with the schooling of the natives only after 1813, as Nurullah and Naik rightly pointed out ( see my earlier post ) and one can legitimately start the story at this point. However, if history of Education in India is to encompass the transformation of Indian Scholarship, on which foundation the new, colonial, system of Education would be built, the story must start with Warren Hast
In most societies today, making profits are accepted as moral, if not especially praiseworthy. This was not as obvious as it appears today – people used to be embarrassed about making a profit not so long ago. Crazy as it seems today, it is worth thinking why it was so. Profits, as economists will put it, is the reward for risk-taking, for putting a business enterprise together in the pursuit of an objective. In this definition, remember, profits are not what it is commonly understood to be – the gross middle-line towards the bottom – but a figure net of entrepreneur’s earning [wages for his labour], dividends and interests on borrowed capital, and provisions for building and other physical assets [a sort of rent, offsetting what these assets could have earned if leased out]. This pure profit – surplus – accrues to a business as a reward to its organisation, for the act of entrepreneurship itself. Economists were divided on how this surplus comes about. The conventional wisdom was,
I wrote a note on Kolkata, the city I come from and would always belong to, in July 2010. Since then, the post attracted many visitors and comments, mostly critical, as most people, including those from Kolkata, couldn't see any future for the city. My current effort, some 18 months down the line, is also prompted by a recent article in The Economist, The City That Got Left Behind , which echo the pessimism somewhat. I, at least emotionally, disagree to all the pessimism: After all Kolkata is home and I live in the hope of an eventual return. Indeed, some change has happened since I wrote my earlier post: The geriatric Leftist government that ruled the state for more than 30 years was summarily dispatched, and was replaced by a lumpen-capitalist populist government. Kolkata looked without a future with the clueless leftists at the helm; it now looks without hope. However, apart from bad governance, there is no reason why Kolkata had to be poor and hopeless. It sits right
In our age, the only way to be politically correct is to be democratic. This is a post-70s affair - those days, still, some people had alternative ideologies in mind. Those alternate ideas are dead and gone, long discredited, and it seems that we have only one system which can make people happy, free and live longer. So, we have this huge export industry of democracy, and democracy's warriors, which the American security establishment has lately become. The democracy's businessmen, the bond traders, the media barons and the Hollywood types, are feted everywhere. The consensus is deafening and dumbing. It is indeed awkward to ask now - whether democracy is the right system for every society. It indeed should be. Collective wisdom is better than individual autocracy. In societies where democratic elections have been few and far between, the popular vote has demonstrated the extra-ordinary political savvy of the usually disinterested masses. Democracy has proved to be an excell
Introduction Erna Petri née Kürbs, a farmer’s daughter from Herressen in Thuringia, arrived in Ukraine with her three year old son to join her husband Horst in June 1942. Horst, an SS leader inspired by Nazi ideologue Dr Richard Walter Darré, settled in the plantation of Grzenda, just outside today’s Lviv, to become a German Gentleman-Farmer. Erna saw Horst beating and abusing the workers in the plantation within two days of arriving there, which was, as Horst explained, necessary for establishing authority. Erna joined in enthusiastically, settling into a combination of roles of ‘plantation mistress, prairie Madonna in apron-covered dress lording over slave labourers, infant-carrying, gun-wielding Hausfrau.’  However, there were clear rules in the plantation, and Erna was very much expected to play the woman’s role of being a Cake-and-Coffee hostess. When four Jews were caught in the estate while trying to escape from a transport to a death camp, Horst told Erna and her female
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.