Sunday Posts

There is an argument, common in the education start-up scene, that one doesn't need to have prior education experience to create a successful education company. The reasoning goes - what's the point of knowing anything about something we are going to break apart?  Some go even further: Prior experience in education, for them, is a handicap. It breeds bad habits, with obsolete mental models.  And, this is not frivolous self-justification of a few founders: Investors put money on this basis. In fact, one person, a very experienced former University president struggled to raise money in Silicon Valley because he was too old for them and had done too much education already. His handicap was that he knew what he was talking about. No wonder then that we don't actually get to hear too many successful education start-ups. Some float a while on the bubble of private valuations, which is nothing special in this day and age of interest-free money, but almost alw...

Employability training is big business.  As the disconnection between education and work gets wider, the efforts to bridge the gap moves from the fringes of the education enterprise to its centre-stage and even emerges as an independent form of Higher Ed by itself. In fact, making students employable at scale is the most favoured education model for venture capital backing, spawning a range of models and ideas, each claiming to be the ultimate global solution for employability. These global models have failed rather miserably, but new ones still keep coming. This may seem counterintuitive, but this is where ideology trumps rationality and experience. A walk through the graveyard of failed ideas should point towards two key problems: One, that there is no 'global service industry', the foundational assumption of doing employability at scale, and two, that employability, even in its narrowest sense, requires personal transformation, not just acquisition of ski...

Higher Education in India is one of the world's most exciting opportunity, and one of the most frustrating problems. The maths are obvious. India has hit upon a massive demographic opportunity, with more than 2 million people on average reaching college-going age every month. Its young population is expected to form a quarter of worlds working age people in a decades time, and its economy, driven by the power of domestic consumption, is expected to become the world's third largest. Despite the recent poor showing of India's rupee and near-death experience of some of its banks, India's economy is also one of the most resilient, given its relatively low exposure to external debt, frugal habits of its people and the strong internal markets. It is expected to wither any global economic storms better than any of its peers.   Yet, despite the massive expansion of the Higher Education sector - 10 colleges opened a day on average between 2006 and 2014 - the Gross...

Here is a conversation in preparation: What have I learnt about Product Development through my years of hustle in my quest to build Education-to-Employment and Education-to-Enterprise pathways? Three things, essentially. 1. Most Start-Ups fail because they over-engineer the product.  It is the quest of perfect product that kills most start-ups. Of course, this is what Steven Gary Blank and the conversation around Lean Start-up is all about.  However, I think this problem is not just about the cost, but about the culture it implicitly builds. One can argue that if the monies are available, costs of product development should not be a huge problem.  But, even if product development is well resourced, too much focus on it creates a number of other fatal problems:  First, it makes product introductions really slow, and makes the company fall behind in fast-moving markets.  Second, and more crucially, this creates an inward-looking cultu...

EdTech was one of the fancy terms that took hold in the last decade. It succeeded 'e-Learning', which started the journey around the time of 'e-Commerce', but failed to get a second life in the Web 2.0 world. The reason for e-Learning's failure and e-Commerce's resilience is perhaps instructive: Despite the bold claims, there were no Amazon or eBay of e-Learning. EdTech gave a new lease of life to the idea of technology-delivered learning. EdTech stuck, and terms like mLearning did not go anywhere, partly because of its scope - it embraced everything - and partly because of fashion, and its more successful cousin, FinTech. However, the question now is whether EdTech would be able to succeed like FinTech, whose impact is genuinely visible (as is e-Commerce's), or would it have the same fate as e-Learning, an unmourned passing away? Technology Industry and its investors are adept at making up terms and cooking up market sizes. The reason they make up...

The current conversation about Education Technology (or, Education Technologies, we should claim) is both poised with possibilities and depressingly limited.  Despite all the billions of dollars channeled into exciting new start-ups, the headline technology companies such as Google and Microsoft making Education as one of their main focus areas and mobile computing extending the reach of content and culture far beyond the obvious, the scope of Ed-Tech still remains superficial and focused on extending the norms of Scientific Management, the very same paradigm that we are expected to leave behind in the post-industrial age, to classrooms. The focus of educational technology enterprises were to adopt key 'corporate' technologies, databases, remote communication technologies, walled-garden networks (apps) and measurement systems, for educational use. The keywords of the Education Technology community, accordingly, have been information, content, predictive modelling, communi...

I have done various things in my career, from selling to teaching, from developing products and campaigns to designing courses and raising money. But, then, all of it was really around one thing - helping people develop skills and get jobs! My exposure has been various - I have spent time in the world's largest independent IT skills training company as well as a big name English training provider, a company providing technology to Europe's largest e-learning project, an Irish recruitment company embarking on global expansion and now an American start-up looking to bridge the Education-to-Employment gap - but the point of my work was always the same.  This claim may seem odd to some, as we tend to box skills training into one skill or another, and indeed cut this adrift from Higher Education (which I have also indulged in, in a private Higher Ed institution in London) - there is nothing common between a business degree programme, IT training and English language for work, ...

The conversation started with a question: What would you do if you have to re-imagine Skills Training in India? It was prompted by, no doubt, my posts in the past regarding the trajectory of skills training sector in India, which, I argued, took the eye off the ball - the demands of real workplaces - because the Government was throwing so much money into it. The correspondent, a retired Senior Executive with portfolio interests in skills training businesses, had a clear idea of both sides - he knew the changing nature of work and he knew the demand for skills education and its challenges - and he and I found ourselves in perfect agreement that government-funded skills training almost always changes priorities, from the student-centric priorities to one of pleasing bureaucrats and winning grants. This is a persistent problem in all countries - the education providers in the UK are no exception - but the absence of other safeguards, consumer rights of students, health and safety standa...

In discussing a global education business, someone asked me why one should do India if India is complex and one of the most difficult in the world.  This echoed my own position as it used to be. When I was trying to raise money to do UAspire, if anyone asked which countries we were planning to aim for, my answer used to be - "not India"! It was an awkward answer given my Indian heritage and connections, but one I thought was most pertinent, given that we were raising a small amount of money. And, sure enough, my assumption was right - despite getting most of our time and effort in India, all of our signups came from China, where we spent a lot less time!  However, that was 2012. My views have changed since, not least because of the economic instability in China, and a change in the political environment which has made doing business there a lot more complicated. India, in the meantime, established a demographic pole position - a quarter of the world's new workfo...

Lean has come to Education too, but it needs some special consideration. Education Start-Up is no longer an oxymoron, but a real thing. Venture Capitalists do invest in education, and some indeed treat this as the next big thing, a sector with abundant growth potential in an otherwise growth-less world. However, this is one sector in search of a business model: Most VCs would try to use models they use for technology or media businesses on education propositions - and they mostly do not work. I have tried and failed with an Education Start-up. Since then, my approach has been one of caution - quite antithetical to my usual excitable nature: Whenever I have been invited to join Founding Teams, I have shied away, and stated that the education start-ups need much more capital than one could possibly project using a technology or media investment model. This, because the Customer Discovery process, central in the Lean Start-up worldview, has special challenges when it comes to Ed...

I came across a deeply insightful article by Vivek Wadhwa pointing out that the most successful companies in Silicon Valley are not focused on selling products. They are instead creating enabling ecosystems for others to create value, and they are capturing a portion of that value. They know that the value comes from communities and conversations, and not from selling close-ended blackboxes, at least not anymore.  In a different context, this is a message that companies claiming to 'disrupt' global education should take to heart. All they want to do is to sell those products - 'degrees' in most cases - structured as close-ended black-boxes. And, as the marketplace for such education offerings are becoming global, primarily with the growth of middle classes in Asia and Africa, the limits of this model are more and more visible. Education as an activity is deeply shaped by local cultures and preferences, and most attractive markets, such as India or China, already ...

Global Higher Education is good business. Over the last five years or so, billions of dollars worth of investment has gone into it, and it has become, if not the next thing, at least one of the next big 'things'. This euphoria may be a fall-out of the bust in For-Profit Education in the United States; or, it may have arisen out of the unique demographic opportunity in Asia, and with a generation-lag, in Africa. However, it is still a relatively new business, stumbling through its way - figuring out its business model as it goes along. So, here is the question we should start with: Is Global Higher Education business a solution in search of a problem? One must start with Education as a business and the debate surrounding that. However, Public Higher Education in the form that we know is a relatively recent thing, and education businesses stretch back in time much longer than we think. Education businesses often took the lead in the time of great social and technological ch...

There is some sort of consensus that Higher Education needs to change, but the shape of it is hotly contested. One key idea that has got some traction is that some sort of unbundling is both inevitable and desirable. This model of 3- or 4-year Undergraduate degrees, focused on one or few disciplines, is too costly and too closed for our time. Unbundling, which rests on recognition of various ways of earning college credit, through various channels and activities, would reduce the costs and allow the students flexibility in terms of time and location to complete their degrees. All sorts of experimentation has followed: From the launch of college credit bearing (as well as non-credit) MOOCs to variation of the structure of college degrees, including shortening of the time required, have got under way.  But, it has also gone the other way, as Chris Mayer argued (see the article here ). The Higher Education community in general, accepting that a transformation is necessary, is ar...

I have been working on Internationalisation of Higher and Professional Education for over a decade now, mostly at the business ends of things and exploring strategic opportunities. Therefore, I find myself often in conversations about how to internationalise educational offerings, often involving developed country institutions trying to tap into demographic booms in emerging markets, and sometimes, emerging market institutions reaching out the other way.  Most of this conversation, as I see it, is opportunistic. The list of failed attempts is long, which, not incidentally, include my own two years of developing a business to deliver British qualifications online in partnership with colleges in India and China. So, my current wisdom is not just theoretical - it has all the practicalities of someone who burnt himself in the process!  This makes me reluctant, often to the surprise of willing collaborators or investors who would see me try again, to engage again in cross...