Tech-upskilling startup Scaler acquires delhi-based edtech platform Pepcoding

Corporate Updates

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June 1, 2023

The tech-upskilling startup Scaler acquired the Delhi-based edtech platform Pepcoding for an undisclosed amount.

According to a press statement from Scaler, the acquisition aims to further accelerate growth and support across a number of business divisions, including strategy, product design, B2B enterprise, operations, and instructor org.

This is Scaler’s fourth acquisition; over the previous two years, the company had bought AppliedRoots, Coding Minutes, and Coding Elements.

Sumeet Malik, Co-Founder, Pepcoding, has joined as a teacher and content producer to enhance the learning environment, particularly for the Low-Level Design (LLD) curriculum. Additional Pepcoding personnel have joined Scaler as full-time workers who collaborate on numerous teams.

The primary goal of Scaler is to improve both computer experts’ and college students’ skills. As part of a demanding six-month computer science programme, the firm offers live seminars conducted by subject-matter experts and IT professionals.

Data structure and algorithms (DSA), web programming, data science, CORE, CBSE, GATE, and business analytics are Pepcoding’s areas of expertise. Pepcoding offered undergraduate students a platform with offline and online courses that allowed them to advance their coding abilities, collaborate with like-minded individuals, and find employment possibilities at top businesses. Since the team’s founding in 2017, it has worked with more than 5,000 students.

Benefits of teaching robotics to school students

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digitalLEARNING Network

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May 31, 2023

There has been a growing interest in teaching robotics to school children in recent years. This trend is driven by the belief that robotics education can offer a range of benefits to students, from developing important technical skills to fostering creativity and problem-solving abilities. This article will explore some of the key advantages of teaching robotics to school children.

Developing Technical Skills: Robotics education provides an excellent opportunity for students to develop important technical skills. Students who work with robots learn about programming, mechanics, and electronics. These skills can be applied in various contexts, from robotics competitions to developing new technologies. Moreover, students who study robotics gain a deep understanding of complex systems, which can help them develop a critical and analytical mindset.
Encouraging Creativity: Robotics education can also encourage creativity in students. When working with robots, students are encouraged to think creatively and to come up with innovative solutions to problems. For example, students might design their own robots or create unique programs to control the movements of existing robots. This creativity can be applied in many other areas of life, from art to science to entrepreneurship.
Fostering Problem-Solving Skills: Robotics education is an excellent way to foster problem-solving skills in students. As students work with robots, they encounter a range of challenges and obstacles. They must learn to identify problems, develop solutions, and test and refine them. This process helps students develop a range of important skills, including critical thinking, analytical reasoning, and teamwork.
Building Confidence: Robotics education can also help students build confidence in their abilities. As students develop technical skills and solve complex problems, they gain a sense of accomplishment and pride in their work. This can help build self-esteem and a sense of confidence in their abilities, which can be applied in many other areas of life.
Preparing for the Future: Finally, robotics education can help prepare students for the future. As robotics and automation become more prevalent in society, understanding and working with robots will become increasingly important. Students who study robotics will be well-prepared for careers in a range of fields, including engineering, computer science, and manufacturing.

Hence, there are many advantages to teaching robotics to school children. From developing technical skills to fostering creativity and problem-solving abilities, robotics education can help prepare students for future challenges. Moreover, robotics education can be a fun and engaging way for students to learn about science, technology, engineering, and math. By encouraging critical thinking and creativity, robotics education can help students develop into well-rounded and innovative thinkers.

Views expressed by Neelam Tuteja, Principal – Orchids The International School, Manglia, Indore

Next-Generation Classrooms & Learning Models: Reimagining the Role of Technology in Education

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digitalLEARNING Network

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May 30, 2023

Next-generation classrooms and learning models represent a new approach to education that leverages the latest technology to enhance the learning experience. These new models are designed to be more interactive, personalized, and engaging, allowing students to learn at their own pace and in their own way. By reimagining the role of technology in education, these models seek to address some of the challenges facing traditional classrooms, such as limited access to resources, rigid curriculums, and a one-size-fits-all approach to teaching. With the help of technology, next-generation classrooms and learning models are transforming the way students learn, making education more accessible, inclusive, and effective. A very exciting panel discussion around the topic happened at 25th Elets World Education Summit. Edited excerpts:

Jeff Evans, Principal, Global English School, Al Ain, UAE (Moderator) shared, “The subject of discussion is the “Next Generation Classrooms and Learning Models: Reimagining the Role of Technology in Education”. Over the past few years, there has been a significant shift in how students and schools utilise technology, both inside and outside the classroom.”

Robert Wang, MENA Director of Smart Vertical Development, Hikvision shared, “The education sector has always been at the forefront of utilizing technology, and this has become especially apparent during the epidemic. There has been a significant shift in the use of technology in education both before and after the pandemic. As an example, during my recent trip to Turkey, I learned that high-education universities no longer require students to attend classes in person. Instead, students have the option of participating in online learning and teaching, while still receiving certifications and graduating.”

“Even after the pandemic, people have continued to use the technological tools that were adopted during the pandemic, such as Zoom and hybrid online courses. I remember when the pandemic first began, we quickly implemented thermal screening solutions for students to protect their health. Instead of manually recording temperatures on paper, we utilized cameras to automatically recognize temperatures and combine them with students’ names and attendance information. This system allowed us to collect all the necessary information in a more efficient and automated way.”

“Another interesting case I encountered was at a Chinese School in Dubai, where they required dual classrooms with the same teacher teaching in two different rooms. To accommodate space requirements for each student, they split the students into two classrooms but used one screen to synchronize the content. While the teacher was teaching in one room, the image of the teacher was also projected in the other room. Students provided live feedback to the teacher through the screen, creating a live classroom experience. This hybrid approach to teaching and learning could be used in any classroom, whether in Dubai, London, or Mumbai, ushering in a new era of education.”

Supriya Sehgal, Head of Section (Primary & Middle), New Indian Model School, Dubai, UAE shared, “When it comes to technology, we need to have a simple mindset. Just like how astronomers and astronauts both talk about stars, they have different perspectives. Similarly, Educators may know about technology, but they need to act like astronauts and learn how to use it effectively. We need to work towards helping our teachers transition from being astronomers to astronauts and using technology not just as a tool, but as a means to shape and support students who need it.”

“In the institution where I work, we have students and parents from different backgrounds in the same class, and we need to consider all aspects of their situation when implementing technology. For example, we turned our corridor walls into learning walls by replacing boards with printouts related to our curriculum standards, and we included a small QR code on each wall. This allows students to access the information using their own devices or our devices, and we also teach them about device usage and cybersecurity. It’s the responsibility of all stakeholders to work together to ensure that technology is used wisely and adds value to education.”

Bushra Afreen, Head of Academics, Cloud British Private School, Sharjah, UAE shared, “There are numerous instances that exemplify the post-pandemic era and the impact it has had on education. Before the pandemic, most educators were unfamiliar with the use of educational technology tools and were forced to experiment with them when faced with no other option. The integration of technology into classrooms became essential for learning during the pandemic, and thus it was embedded into the curriculum.”

“This technological shift was a boon for students and educators worldwide, who adapted to the new way of learning. However, there were still many parts of the world, such as sub-Saharan Africa and some Asian countries, where access to technology was limited, resulting in a digital divide. Despite this, educators stepped up to help bridge the gap, volunteering to bring internet access to remote areas and ensuring that education was not compromised at any level.”

Aradhana Rana, Director, Icon Public School, Maharashtra, India shared, “People often mistake technology for what they have achieved after the pandemic. The knee-jerk reaction to the pandemic allowed people to cope and perform well, but it was just a wake-up call. Technology is much more than that; it is a tool that opens up minds to the future.”

“She mentioned a cartoon from 40 years ago that talked about a cell phone as a thing of science fiction, yet today, we all use cell phones. Technology changes lives over time and will affect our lives even more in the future. To prepare for this future, classrooms need to be changed to incubators of innovation and experimentation so that children can do what computers cannot do. The speaker’s goal as a school leader is to prepare students for the future, imagining what the world will be like in 30 years when the current first-graders will be ready to start their careers.”

India and Singapore collaborates on establishing knowledge and skill development as a fundamental aspect of their strategic partnership

Government News

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digitalLEARNING Network

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May 30, 2023

Dharmendra Pradhan, Union’s Minister of Education, is in Singapore for three days to deepen relations and consider the possibilities of expanding bilateral cooperation on education and skill development. Pradhan visited Spectra Secondary School and met with several important ministers of the Singaporean government.

Pradhan held a constructive conversation with Singapore’s DPM and Finance Minister, H.E. Mr. Lawrence Wong, about enhancing the two countries’ current relationship with an emphasis on extending engagements in skill development. It was decided during the conference to collaborate in order to establish a workforce that is prepared for the future and to make knowledge and skill development a crucial tenet of strategic partnership.

In the meeting, Pradhan stated that the National Education Policy (NEP) was introduced by the Indian Government in 2020, under the direction of Prime Minister Shri Narendra Modi. In particular, NEP 2020 is concentrating on giving middle school students early exposure to vocational education, assuring the marketability of training, and increasing the capability of our institutions to offer technical and vocational education. He added that the government is investing in creating short- and long-term training programmes to offer chances for skilling, re-skilling, and upskilling, as well as working to integrate the higher education qualification framework with the skills qualifications framework. The Minister emphasised the importance of adapting Singapore’s best practises to India’s needs through collaboration.

Dharmendra Pradhan and Singapore’s Minister of Trade and Industry, H.E. Mr. Gan Kim Yong, had a thoughtful conversation. In order to build a seamless architecture for skilling and lifetime learning, the Ministers had fruitful discussions about how to deepen the connections between our skill development and vocational training. They also discussed ways in which India can use the talents and experience of Singapore to address shared challenges and improve the Indian skills ecosystem, building on the conclusions of the G20 Future of Work meeting in Bhubaneswar.

Pradhan got the chance to gain a more comprehensive understanding of the top methods and concepts applied to worker training in Singapore. Both Ministers concurred that it would be in the best interests of their respective nations and those of other rising economies to advance their shared priorities in skill development, develop fresh avenues for lifelong learning, and work together.

Pradhan paid a visit to Spectra Secondary School later in the day. In order to understand more about pedagogy, the teaching-learning environment, and other topics, he interacted with students and teachers. The Minister was pleased to see that the school prioritises education that is skills-based and lays an emphasis on encouraging learning at a pace that is appropriate for each student to help them get ready for future workplaces.

IIM Visakhapatnam inaugurated 1st batch of Executive MBA for working professionals

Higher Education

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digitalLEARNING Network

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May 29, 2023

The Indian Institute of Management (IIM) Visakhapatnam welcomed the inaugural class of the Executive Master of Business Administration (EMBA) for Working Professionals programme.

In the presence of Prof. M Chandrashekhar, Director, IIM Visakhapatnam, and Anish Srikrishna, CEO, TimesPro, the occasion was officially opened by D Shivakumar, Chairman and Independent Director of BurgerKing India and Operating Partner of Advent International.

D Shivakumar, Chief Guest, addressed at the opening about the value of management education and technology. He mentioned various technical innovations in his commencement address, including the telephone, television, computers, mobile phones, and recently Chat GPT, and how their advantages manifest over time. On the management front, he challenged the participants to maximise their MBA learning experience by remaining attentive and involved at all times. He inspired people to engage in projects that include a sustainability or digital component.

Prof. M. Chandrasekhar welcomed the participants, congratulated them on enrolling in the programme, and wished them a fullfilling educational journey. He stated that the MBA at IIMV will be taught with this spirit and cited Bertrand Russell as saying, “More important than the curriculum is the question of the methods of teaching and the spirit in which the teaching is given.” He advised the participants to work with professors to develop case studies that include real-world management scenarios.

The CEO of TimesPro, Anish Srikrishna, assured the candidates that his staff would offer a cutting-edge learning platform and technological support. For starting this learning journey through this EMBA programme, he commended the students.

The IIM Visakhapatnam EMBA is a master’s degree programme that was created with the goal of providing management education to working people who are looking for the skills and strategies to improve their organisations’ performance. In technical cooperation with TimesPro, India’s top higher education technology platform, the programme is provided in a hybrid format on an Interactive Learning (IL) platform.

Dharmendra Pradhan on a three-day visit to Singapore to expand the scope of bilateral cooperation in education and skill development

Government News

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digitalLEARNING Network

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May 29, 2023

Dharmendra Pradhan, Union minister of education, skill development, and entrepreneurship, will begin a three-day trip to Singapore to deepen current connections and consider the possibilities of expanding the scope of bilateral cooperation in education and skill development.

Pradhan will meet with a number of important Singaporean government officials during his visit, including Deputy Prime Minister and Finance Minister Lawrence Wong, Senior Minister Tharman Shanmugaratnam, Foreign Minister Dr Vivian Balakrishnan, Minister for Trade and Industry Gan Kim Yong, and Minister for Education Chan Chun Sing.

Additionally, Pradhan will pay visits to a number of educational institutions, including Singapore Spectra Secondary School, Nanyang Technological University (NTU), Institute of Technical Education and Educational Services (ITEES), and Singapore University of Technology & Design (SUTD). Additionally, he will communicate with Skills Future Singapore (SSG), the government of Singapore’s central body that coordinates the SkillsFuture Movement’s implementation.

Dharmendra Pradhan will meet with people from the Odia Association and the Indian Diaspora during his visit. In Singapore, the Minister will also connect with IIT and IIM alumni.

The development of skills is a long-standing area of cooperation between India and Singapore. Promoting lifelong learning and the future of work is one of the G20 Presidency’s key priorities for the Education Working Group. In partnership with the Singaporean Ministry of Education and Ministry of Trade and Industry, a joint workshop titled “Future of Work: Skill Architecture and Governance Models of India and Singapore” was held on April 25, 2023, in Bhubaneshwar, Odisha, concurrently with the third meeting of the Education Working Group. The discussions had at the event would help create a roadmap for future skill collaboration between Singapore and India.

Aptech’s skill-based training programs across verticals boost career prospects: Kallol Mukherjee, Aptech

Interviews

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May 29, 2023

At Aptech, we strongly believe that our competition is with ‘Unemployment’. Hence, our focus is on addressing verticals that have mass employment potential for career development potential. This has led us to enhance our student value proposition with unique features. Our goal is to consistently provide students with a better return on investment and faster payback compared to the formal sector, thereby maintaining our competitive advantage in the skilling space, shared Kallol Mukherjee, Head- International Business, Aptech with Sheeba Chauhan of Elets News Network. Edited excerpts:

Aptech offers its students, a competitive edge in their careers enabling them to become dynamic job-ready professionals. So, what according to you are the dynamic skills that can make an individual job-ready professional?

Aptech offers skill-based training across various verticals through its power brands i.e. Aptech Computer Education, Arena Multimedia, MAAC, Aptech English Learning Academy, Aptech Aviation & Hospitality Academy, Aptech Hardware and Networking Academy, Lakme Academy Powered by Aptech and many more. Aptech covers the latest in-demand tools, techniques & skills which are industry aligned and helps students get employed. We believe that our programs created in consultation with the industry allow every student to imbibe skills that in turn enhance their job prospects through Industry Connect Alliances & Placement (ICAP). This can be explained as bridging the gap between joblessness and employability.

Aptech has successfully collaborated with several Government Bodies, Ministries and leading organisations worldwide to offer customized quality training, some of which are the Ministry of Education & Training (MOET) in Vietnam, the Centre of Excellence in Information Technology (CEIT) in Costa Rica, the Ministry of Human Resources in Malaysia, NEC Corporation in Japan and many more. Aptech is also supported by alliances with several reputable partners. Our business associates and our students benefit from these strong alliances and connections. Middlesex University (UK & Dubai), Lincoln University College (Malaysia), NCC Education (UK), Centre of Entertainment Arts (Canada) and University of Bolton (UK & UAE) are a few of our prestigious partners.

What are the various domains in which your brand offers training programmes to get job placements?

We are in the business of creating opportunities to change the lives of millions globally, enabling them to build their dreams. Therefore, our motto is defined as opportunities to create defining careers and to deliver quality learning. Aptech as an organization offers employment-driven education and skill development training through its power brands in various verticals like Software Development, Multimedia, Animation, VFX, Game Design & Development, Networking & Security technologies, Spoken English, Aviation, Hospitality, Travel & Tourism, Beauty & Wellness and Banking & Finance and more.

World Education Summit 2023 in Dubai aims to unlock fresh strategies and foster new approaches to building a future-ready education ecosystem. How do you think such conferences help to uplift education standards at a global level?

Such conferences have always helped us and hopefully others to understand the formal education space globally. Event like World Education Summit is a major platform which is valued by global education leaders like us and influencers from across academia, government, and industry to debate, discuss and drive forward innovation in education not only in formal space but also in non-formal vocational & skill development training space. The discussions, networking and strategies communicated are highly significant to upthrust the education space in future.

The unemployment rate in major countries is rising day by day. What are the factors that are credible for rising unemployment? How can a brand like yours help in doing so?

Currently what we are witnessing is a Wide Skill Gap worldwide. To challenge such situations; we started the reinvention journey seven years ago with a fundamental change in our perspective – that our competition is with ‘Unemployability’. Hence, we are focusing on addressing verticals with mass employment and career development potential. Also, it has driven us to add many differentiated elements to our student value proposition. We endeavour to keep delivering a much superior ROI and faster payback for the students as compared to the formal sector and maintain our competitive edge in the skilling space. This eventually helps us transform Qualified Unemployed Graduates (QUGs) into Skilled Employed Professionals (SEPs). Aptech has been the market trendsetter year after year by focusing on initiatives that benefit our five pillars (stakeholders):

Students
Business Partners
Recruiters
Employees
Shareholders

Your brand is best known for Employment Driven Training. What are the strategies and programmes you follow, so that students from your doors land in some good corporates with high-end packages?

It was in 1986 that we at Aptech foresaw and forecasted how technology would transform business challenges into opportunities. It is this dream that gives us the strength to rethink industry-relevant programs and technologies while addressing the evolving employment needs of businesses across the world. Today, we continue to reimagine the way non formal tech education could impact everyday businesses. This has allowed us to focus on delivering industry-ready human resources year after year. Constant industry feedback has inspired our thinktank which consists of various teams which create value additions in existing programs while introducing new ones for any future needs. We also have a dedicated Industry Connect Alliances & Placement (ICAP) team to work closely with the industry which helps every student to imbibe skills that enhance their job prospects. Our students through the alliance partners also have the avenue to pursue a formal degree with direct admission typically to the 3rd year of a degree program in countries like the UK, Canada, Malaysia, Ireland and Australia. Over the decades, we have deployed the Aptech 6-Edge Advantage in our courses to metamorphose our students into industry professionals. This in turn helps push their aspirations beyond their peers. The advantages to our students besides technical skillsets are:

Industry Interface
Presentation Skills
Working Under Deadlines
Creativity
Resilience
Teamwork

Performing arts education – A life skill & stepping stone to a brighter future!

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digitalLEARNING Network

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May 27, 2023

Denise Gosney, Managing Director and Founder, Razzamataz Theatre Schools shared, “We are a performing arts education franchise school catering to children and young adults up to 18 years old. Since our launch in 2000, we have expanded to 60 franchise partners in the UK and teach around 10,000 students each week. Razzamatazz is passionate about supporting schools worldwide in cultivating the next generation of confident, adaptable, collaborative, and curious leaders. We are thrilled to announce that we will be bringing our brand to Dubai with the launch of our first skill in September 2023.”

Karen, PR Manager, Razzmatazz, shared, “Their “mission is to provide excellence and inclusion in performing arts training. Denise, the founder and managing director, also expressed her passion for performing arts education and how it transformed her life, boosting her confidence and equipping her with crucial life skills. Razzmatazz believes that performing arts is a stepping stone to a brighter future, complementing academic topics like science, technology, engineering, and maths. Through performing arts education, children can effectively communicate, negotiate, collaborate and become entrepreneurs and leaders.”

“Razzmatazz has a large and experienced team of professional performing arts educators, with over 30 years of experience in the children’s activity sector and specializations in performing arts, business, marketing, and PR. The team aims to build self-belief in their students and inspire the next generation through the arts to be better communicators, leading to higher academic achievement. They offer various products, classes, and masterclasses, including commercial and West End and Broadway musical theatre trends, audition techniques, and the process of applying to the top UK performing arts colleges and universities.”

“Razzmatazz’s performing arts lessons offer various benefits, including increased confidence, collaboration skills, positive effects on academic learning, and increased empathy. They provide a safe and secure environment for children to express themselves and find a community. The franchise school also offers multiple performing opportunities, including the chance to perform on a leading London West End stage. They recently sold out two shows at Shaftesbury Theatre and aim to offer these opportunities to their international students.”

“Razzmatazz’s exposure to the public began after Denise’s appearance on BBC’s Dragon’s Den in 2007, where they were given full investment by Dragon Duncan Bannatyne. They were then invited by TUI to provide performing arts teachers to their holiday resorts worldwide, leading to a significant expansion in the UK. Razzmatazz has continued to build its profile, with articles in many national newspapers like the Daily Express, which has a monthly audience of around 2 million.”

“Razzmatazz has become a leader in the performing arts, franchising, and children’s education sectors. They have established a brand both nationally and locally through strategic partnerships and responding to the need for increased physical and mental health support for children and young people. Razzmatazz has won several awards, including double wins in the British Franchise Association awards in 2022 and award success at the FSB Federation of Small Businesses. They have also been approached by influential brands such as Paramount Pictures, Warner Bros, and 20th Century Fox to promote their products. Razzmatazz is an ambassador for the Prince’s Trust, and they help young entrepreneurs through business support and mentoring.”

“They provide unique opportunities for children and their families, including performing on London’s West End stage, Disneyland Paris, and enrichment trips to New York. Razzmatazz receives daily messages from parents about the positive impact their classes have had on their children’s confidence and transformation. Razzmatazz is proud of its alumni, who are working as professional performers in the West End, major TV shows and films on Netflix and Disney, as well as a presenter on BBC Radio One.”

“Razzmatazz is committed to being inclusive and has provided more than half a million pounds in scholarship places and charity donations. They work with thousands of preschools, primary schools, junior schools, senior schools, and higher education colleges to enhance their arts offerings. Razzmatazz has launched the Razzmatazz Training Academy, which ensures their teachers and teams have access to CPD, helps them progress their careers, and ensures high levels of teaching consistency. Many of their students come back to them and work as assistants and teachers, and some become franchise partners.”

Strengthening Vocational and Technical Education: The Need of the Hour

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digitalLEARNING Network

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May 27, 2023

In today’s rapidly evolving world, where industries are constantly advancing and technology is transforming various sectors, the need for a skilled and adaptable workforce has become more critical than ever. In this context, vocational and technical education emerges as the need of the hour. Strengthening vocational and technical education is essential to bridge the gap between education and industry, providing individuals with practical skills and knowledge that align with the demands of the job market. By equipping students with industry-relevant skills and preparing them for real-world challenges, we can empower them to thrive in their careers and contribute to the overall socio-economic growth of the nation. A panel of experts discussed this topic at the 25th Elets World Education Summit in Dubai. Edited excerpts:

Vrushali Mhatre, Program Director of Studies, Heriot-Watt University, Dubai, UAE shared, “There exists a gap between education and the industry. How can we bridge this gap and make our education system produce graduates who are more industry-ready? This challenge is significant because relying solely on theoretical and bookish knowledge is no longer effective. Employers nowadays expect graduates to be ready to contribute from day one, without requiring extensive training. I believe both academia and the industry share the responsibility to address this issue.”

“We need a collaborative approach where academia and the industry work hand in hand. The industry should actively participate by offering internships, organizing field visits, providing guest lectures, conducting workshops, and even serving as jurors to evaluate student work and offer advice. This connection between academia and the industry is crucial, as we are training graduates who will eventually become their industry colleagues. Therefore, we should invite industry partners to join us as advisors, guiding us on incorporating relevant curriculum content and teaching methods that will equip students to enter the workforce seamlessly. It is essential for academia and the industry to establish a strong partnership to ensure the preparedness of graduates for real-world employment”, she added further.

Peter Mugambi, Senior Lecturer, University of Bolton City, Ras Al Khaimah, UAE shared, “It is intriguing to contemplate the notion of enhancing the appeal of vocational qualifications. Even individuals who possess the necessary qualifications to pursue vocational education often choose not to due to the prevailing stigma. Consequently, significant efforts must be made to ensure that vocational education regains its rightful place as a valuable custodian of the factors of production. Furthermore, the economic impact of vocational education cannot be ignored, as it permeates various aspects of the economy. Therefore, it is imperative to address the current lack of allure associated with vocational education.”

“Academic institutions play a pivotal role in this endeavor by updating and aligning their content to make vocational qualifications more inclusive and appealing. Academic education, being a dynamic sector, should actively engage in bridging the gap and fostering a sense of belonging for individuals with vocational qualifications. It is essential for academia to share responsibility and collaborate with vocational education to mitigate the negative effects caused by the push towards internships and new skills that were previously non-existent. This broad topic requires thoughtful consideration and collaborative efforts from both vocational and academic education sectors”, she further added.

Wiktor Patena, Acting Executive Dean, Higher Colleges of Technology, Abu Dhabi, UAE shared, “The recent trend in education is focused on making it more practical and utilitarian, with a strong emphasis on establishing close ties with the industry and ensuring students’ employability. This objective is currently the primary target for educational institutions. Like many business schools, we have traditionally involved industry advisory committees to endorse our programs and recommend changes in the curriculum. We also organize professional development activities where industry experts are invited to share their knowledge and experiences.”

“To stay updated with the latest trends and industry demands, we have implemented a new project called IDC (Industry-Driven Curriculum). Under this initiative, faculty members collaborate with industry groups to develop and update specific courses. We select five courses per year to ensure they remain relevant and aligned with industry needs. Additionally, we are currently placing significant emphasis on apprenticeships, which is a topic of intense discussion within our institution”

“Our goal is to integrate apprenticeships into the curriculum, replacing the current eight-week internships with a one-year apprenticeship program. This change is significant because apprenticeships offer numerous benefits. Students are paid during their apprenticeship and gain invaluable on-the-job experience while being mentored by industry professionals. They become immersed in the work environment, establishing strong connections with the industry.”

“While we are actively promoting vocational education and practical skills, it is important to play the devil’s advocate and consider a broader perspective. Statistically, individuals tend to change careers multiple times in their lifetime, with the average expected to increase from seven to nine changes. Moreover, 35% of people between the ages of 25 and 45 plan to switch careers, not just jobs. Therefore, solely focusing on vocational education may be myopic and short-sighted”, he added.

“We need to acknowledge the importance of core skills, often referred to as “soft skills.” These include creative thinking, problem-solving, communication, and teamwork, which are essential for adapting to career changes. Technical skills alone may not suffice when transitioning to a new field. While we support early employment opportunities for students, we should not overlook the development of core skills, ensuring individuals are prepared for future changes. The next generation is likely to change not only jobs but careers numerous times throughout their lives”, he concluded.

Dr. Amita Mahor, Director, Oriental College of Technology, Bhopal, India shared, “When considering the Indian scenario and the term “vocational education” itself, it is self-explanatory. However, within Indian society, this term has been perceived differently. The regular education system in India follows a sequence starting from primary education, followed by secondary education, higher secondary education, and then graduation and post-graduation levels. Within this system, vocational education is often overlooked and not given much importance.”

“In the past five years, regulatory bodies, especially in technical education such as AICTE, have given due attention to vocational education. Consequently, the perception of society has also shifted towards recognizing the importance of vocational education. Slowly, vocational education is being integrated into the regular education system. One notable initiative by the AICTE is the KARMAS scheme, which aims to incorporate vocational education into engineering programs.”

“Everyone understands the significance of vocational education in developing an effective skill force. Previously, vocational training and regular education were considered separate entities. However, due to changing societal perspectives, vocational education is now being integrated into the regular education system. Despite this progress, the lack of qualified faculty remains a challenge. Finding faculty members with the necessary skill sets, especially globally competent faculty, has become an issue for colleges”, he added.

“In my opinion, vocational education should be an integral part of technical education in order to bridge the gap between education and industry. By making vocational education an integral component of our general education system, we can effectively bridge the divide between industry and academia. This integration is crucial for addressing the gap and ensuring that students are equipped with the necessary skills demanded by the industry. The integration of vocational education into our general education system is the key to bridging the gap between industry and academia”, she concluded.

DU Academic Council to introduce new course for teachers’ education

Higher Education

By

digitalLEARNING Network

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May 27, 2023

The introduction of an Integrated Teacher Education Programme (ITEP), a “dual-degree major holistic Bachelors’ degree,” in “pilot mode” is on the agenda of the University of Delhi’s Academic Council.

All 8 colleges that provide the BElEd programme will implement ITEP, according to the agenda. It does not, however, imply that the decision to implement ITEP has the support of the relevant college governing bodies, the Committee of Courses (professional), and the Faculty of Education in accordance with the University’s statutory procedure for 3 colleges from the academic year 2023–2024 and for all 8 colleges from the academic year 2024–25.

A four-year professional degree programme called the BElEd trains educators to teach in primary schools. Contrarily, the ITEP curriculum offers just one year of professional training after three years of general education (BA/BSc/BCom), which is believed to be insufficient to give instructors the skills and knowledge they need to instruct students at various grade levels and in a variety of classroom settings.

Teachers also emphasised that BElEd is a well-respected programme with alumni who excel in teaching positions at prestigious private and public schools, like Kendriya Vidyalayas. High Courts have also affirmed their qualification for Trained Graduate and Post Graduate Teacher jobs.

A parent discipline relevant to the foundation discipline and/or a school topic, as well as a post-graduate degree in education, are the current requirements for faculty teaching the BElEd and BEd. A post-graduate degree in liberal arts and a bachelor’s degree in education (BEd) are the prerequisites for the majority of the ITEP faculty, while a post-graduate degree in education (MEd) is required to teach courses in the Foundations of Education, which covers sociology, psychology, and philosophy of education without a PG in the relevant discipline.

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