A debate we are having in the company at this time is how to market our courses in the UK, and at the core of it is the course we developed aimed at aspiring undergraduates abroad, titled Global Employability Programme.
With our initial market research and interactions, we see immediate traction for this course in countries like India and China. This isn't, indeed, a standard employability product: One that advises candidates to be on time for interview and be properly dressed, and help make cosmetic changes to their CVs. There is no stereotyping, as would usually happen with a battery of psychometric tests. It is, in line with our operating mantra, a new generation course, where the learner, a 'talent', must imagine himself/herself as a business. Indeed, the key shift in this view is that the candidate is not a 'product', something which inertly presents itself to buyers, but the 'maker', an enterprise, which juggle with his/her multiple abilities as 'products' to find the right market fit. In essence, we seek to put the candidate in charge and let him know that there is more than one opportunity in the world.
It may sound straightforward, but it isn't: The 'employability skills' are rarely defined by those seeking employment, and mostly by employers, or those training providers who seek to emulate the employers' views. That works in theory, but this means teaching candidates to cower down and fit stereotypes, the 'meek will inherit the earth' view which is so last century. Our alternative is to start from the candidate - s/he isn't the at-your-mercy, desperate, skill-less, job seeker, but an enabled individual who can do stuff and should be chased by the employers instead. Surely, most people tell us that not everyone can be like this. But we represent a different view: In a wasteful society like ours, where the crusts of privilege keep so many away, there are hidden talents everywhere. It is just that we accept the view that smarts are only for the privileged people, and this ensures that one gives up before one gets started. Our challenge is to enable those hidden smarts, with a broad view of what talent means and a framework to intelligently deploy those talents.
Now, we think there is a lot of this in Britain. There are so many students who have been told from the word go that they can not do things, and accepted it as such. But then the generational disconnect is also quite clear: The current generation is taking a hard look at all those 'you can't do it' theories and demanding a fair shot. Our course is about giving them a fair shot, an approach to examine what they have got and how to construct a career around their 'assets, aspirations and market realities', a formula Linkedin's Reid Hoffman uses. We expect candidates to start thinking of themselves as businesses, develop their own business model and create their own brand, all using new technologies, social media and adapting a thoroughly global approach.
This 'global' bit is what we are having to think about now as we start marketing this in Britain. British teenagers are not interested in 'global', we are told: Surely, a very low proportion of British teenagers actually want to study at a foreign university or think about a 'proper' job abroad. The Middle Class dream is about getting into the property ladder as soon as one gets out of university and gets a job, and 'global' does not really feature in this. On the other hand, a large part of our course deals with global competence, side by side with business planning for oneself: This is about knowing the world, knowing the ways of the world and knowing people around the world. If British students don't care about the world, it will surely seem like a wasted effort.
However, there is also a view, and this is my view as an outsider, that the home-bound view of British students are changing. That had lot to do with the Welfare State, which had done a lot of good to the society but resulted in a decline of the expeditionary spirit. But this is now in irreversible decline, and with the indebtedness of the country, the party on cheap mortgages, the house ownership trap, will have to end some day. So, being agile again, looking for global opportunities, is something a forward-looking graduate must do.
Thousands of Britons emigrate every year, and this will continue to increase. The educators and some parents may want to look inwardly, more in denial than with any realistic alternate plan, and make believe that the students are thinking the same. But the fear of globalisation must be countered with the globalisation uplift, a way of earning the opportunities, and this is where our courses are useful. It is not one of those Level 2 Employability courses paid for by the Government, but one which will serve those trying to take charge of their lives and make a difference.
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
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,
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
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
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
The ‘Why’ Question? Adolf Hitler was appointed the German Chancellor by President Von Hindenburg on 30th January 1933. This was an extraordinary turn of events. Previously, President Von Hindenburg consistently refused to appoint Hitler the Chancellor, despite the impressive electoral performance of NSDAP in July 1932, Hitler’s uncompromising demand of the Chancellor’s post and a repeat election in November 1932 which failed to break the deadlock. Explaining his refusal, Hindenburg wrote in a letter on 24th November, “a presidential cabinet led by you would develop necessarily into a party dictatorship with all its consequences for an extraordinary accentuation of the conflicts in the German people.” The question ‘why’ Hitler was appointed Chancellor, despite the President being acutely aware of what might follow, is therefore a significant one. The NSDAP had election successes throughout 1932, and was already the biggest single party in the Reichstag and various Landtags acros
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.