Sunday Posts

The excitement about AI made it urgent, but it is not about AI. Education systems, in general, and tertiary education systems, in particular, have been operating within a specific environment of ideas since the 1990s, which has now undergone a change. In summary, the entire system functioned as a component of a talent value chain. The industrial thinking has been apparent - the student came in as the input, the graduate came out as the output - and the goal of educational improvement has been process efficiency. The value of the educational intervention sprang not from the process of education itself, but the value that the talent marketplace accorded to the graduate thus produced. Some institutions, particularly top-ranked research institutions, may claim that they haven't been affected by this 'vocational' transformation. They claim that their processes are not attuned to the immediate requirements of the job market, and in the case of Oxford, I was told that their focus ...

I was in India for a week and I heard one word repeated over and over again: Scale!  India is trying to do something unique. It is trying to create a prosperous society with a huge scale. This isn't about a small proportion of a small population of a small European nation becoming rich: This is about hundreds of millions of people being pulled out of deprivation and empowered to shape their own lives. The ambition is staggering. My engagement, I should admit, is only with higher education. I am not as familiar with the workings of the other sectors of the economy. And Indian higher education is, in many ways, peculiar: While the commercial activities of the country have been 'liberalised' and faced global competition and benchmarking, Indian higher education is still very protected. It has been privatised but through a license raj where politicians called the shots. Indian higher education is, therefore, a strange beast: It has the characteristics of the pre-90s Indian busi...