upGrad announced Financial Modelling and Analysis course in collaboration with PwC India. The duration of the course will be of four months and will have more than 220 hours of educational material. The curriculum and course material is decided with a joint conjunction of upGrad and PwC India’s experts.
The major objective of this course is to enhance the significant financial concepts like forecasting, valuation and financial analysis. Additionally, it will also add value to innovative technologies like Tableau, Advanced Excel, Power BI, and GenAI, the official release mentioned.
PwC India, a second-largest professional services network serving ambitious young professionals to grow careers in a range of financial and analytical capacities. An official announcement states that upGrad Campus is responsible for this program.
Vivek Prasad, Partner, Markets leader, PwC India, said, “This qualification aims to enable professionals to develop a deeper understanding of the subject along with practical application. It is also a perfect match for the students, who aim at creating a niche for themselves by gaining subject matter understanding and hands-on experience of new age tools.”
“With career outcomes at the core of the programme, our partnership with PwC India is aimed to build highly skilled and job-ready professionals who are not only good with financial data but are tech proficient to interact with modern workplace tools. This programme focuses on practical learning which will enable learners to kick-off a high-paying job in finance,” Amit Mahensaria, CEO, upGrad Campus, said.
In addition, the curriculum offers more than 80 hours of interactive, live sessions with knowledgeable faculty members, guaranteeing practical advice and real-world insights. These meetings are captured on tape for later review, and the tapes are available for three years. Participants who successfully complete the program are awarded a certificate from the PwC India Academy. According to the announcement, three interview chances are guaranteed and extensive placement help is provided to facilitate post-programme options.
We are Implementing a pedagogy that incorporates the latest advancements in early childhood education, emphasizing inquiry-based learning, problem-solving, and critical thinking skills shared Pushpa Chhabria, Founder & Director Operations, Giffi Kidz in an exclusive interview with Sheeba Chauhan of Elets News Network. Edited excerpts:
In your experience of more than a decade, you have developed an array of activities pertaining to every concept of providing a state – of – art infrastructure. Please shed some light on the same?
Giffi Kidz preschool is safe, engaging and developmentally appropriate environment for young children.
Here are some points that make us unique:
Facility design and layout – Space planning, safety measures and natural lighting.
Classroom Setup – Age appropriate furniture, Learning centers and storage solution
Hygiene facilities – Child friendly bathrooms and handwashing stations
Learning materials and toys – Education toys and Books (Library)
Safety training – Staff training and Fire Drills
Parent – Teacher – Communication – Communication tools (apps) and parent teacher meetings (PTM’s)
Inclusive infrastructure.
Continues improvement– Feedback mechanism and professional development.
GiffiKidz follows curriculum based on SMART method of pedagogy. Please elaborate on the same and how it is helping in nurturing young enthusiastic minds to develop a passion towards learning?
The term ‘SMART’ is often used as an acronym to describe pedagogy that is Specific, Measurable, Achievable, Relevant and Timebound.
Early-age education is the foundation that builds students ready for the future. What are your thoughts on the present infrastructure of the early education ecosystem and how can we plan to improve for better?
Early-age education indeed forms the foundation for child’s future development and learning. But there are common challenges and strategies for improvement that can be applied.
The Challenges involved are Teacher qualifications, Funding Constraints, Parental Involvement. Though, we can improve by following mentioned ways–
Teacher Training programs – Continues training and support are crucial for ensuring educators have the knowledge and skills necessary to support children’s development.
Adequately fund early education programs to support lower staff-to-child ratios, access to quality materials and competitive wages for educators.
Fostering partnership between schools, communities and families to build a support network for early education. This could include workshops, parenting classes and community resources.
As Giffikidz is an upcoming preschool chain, we would like to know your plan for establishing it as one of the best in the pool of already existing schools. Any specific pedagogy structure, or methodologies you are planning to introduce?
Establishing Giffi Kidz as one of the best preschool chains in a competitive market did require well-thought-out strategy, a strong educational foundation and a commitment to innovation:
We have developed a clear and unique educational philosophy that sets Giffi kidz apart. Consider emphasising play based learning, child-centered approaches.
Ours is a research-based and developmentally appropriate curriculum that focuses on holistic child development, including cognitive, social, emotional, and physical domains.
We are implementing a pedagogy that incorporates the latest advancements in early childhood education, emphasizing inquiry-based learning, problem-solving, and critical thinking skills.
Inclusive education:
We have developed an inclusive approach that accomodates children with diverse needs and abilities.
Providing appropriate resources, training and support to ensure that all children can thrive in our preschool environment.
Our dream is to building Giffi Kidz into one of the best preschool chains. We are dedicated, committed to excellence and our focus is on the unique needs and interests of young children by continuously striving for innovation and quality while maintaining a child-centered approach, Giffi Kidz will establish itself as a leader in early childhood education.
The World Education Summit has been consistently focused on driving innovation in education worldwide over the past several years. What are your thoughts on joining the most anticipated 27th Elets World Education Summit in Malaysia?
Participating in 27th Elets World Education Summit in Malaysia can be an excellent opportunity to stay informed about the latest developments in education, connect with like-minded professionals and contribute to the global discourse on educational innovation.
Prof. Dato’ Dr. Md Amin bin Md Taff, Vice-Chancellor, Universiti Pendidikan Sultan Idris in Malaysia, emphasised the challenges and complexities of future education during a recent discussion. While acknowledging the importance of technology, including the metaverse, AI, AR, and other emerging technologies in education, Prof. Md Amin highlighted the need to balance technological advancements with a focus on marginalised communities.
He pointed out that the future of education should not widen the gap between urban and rural areas, the rich and the poor, or the educated and the underprivileged. Prof. Md Amin cited statistics, such as the lower enrollment rates of refugee children and dropout rates among certain communities, to underscore the importance of addressing these disparities in education.
At Universiti Pendidikan Sultan Idris, efforts are being made to tackle these issues. The institution has established a faculty dedicated to meta computing and technology in education. Additionally, they are working on developing an augmented reality (AR) curriculum for polytechnics and technical universities in Malaysia, focusing on relevant topics like electric vehicles (EV).
Furthermore, the university is actively involved in initiatives to support marginalized communities. They have programs for orang asli (indigenous) students, providing them with tablets and offline curriculum access. They also run a disabilities learning center and a diploma program for juvenile offenders, giving them a second chance for a better future.
In Sabah, the university has programs to educate stateless children, helping them acquire basic skills and vocational knowledge. Lastly, they operate a National Child Development Research Center in collaboration with various organisations and private early childhood centers, collecting data on children from one month to four years old.
Prof. Md Amin emphasised the importance of not overlooking these special communities when discussing the future of education. He invited collaboration on the seven projects aimed at providing meaningful education to these underserved groups and contributing to the global effort to address educational inequalities.
Informa Connect Academy has partnered with Becker Professional Education and Morgan International to offer a comprehensive Certified Management Accountant (CMA) course with both online and in-person learning options, which is a significant development for financial professionals and accountants in the Middle East. This internationally recognised advanced degree was created to satisfy the needs of the contemporary financial environment.
With more than 30 years of expertise providing current business information, Informa Connect Academy is committed to giving people the tools they need to succeed in the challenging job market of today. Informa Connect Academy has made it their goal to offer this esteemed credential in response to the growing demand for CMA certification and the changing requirements of finance professionals.
The financial industry in the United Arab Emirates is dynamic and requires highly qualified workers who can navigate complicated financial environments and make valuable contributions to their organisations. The CMA certification is more important than ever in this market, where financial management and responsibility are becoming increasingly important.
Megha Nagpal, Divisional Director, Informa Connect Academy, made the following statement regarding the introduction of the CMA course in the United Arab Emirates: “We are excited to introduce the Certified Management Accountant course in partnership with Becker Professional Education and Morgan International.” This certification’s emphasis on financial management has earned it recognition on a global scale.
It gives the holder the necessary abilities to prosper in the dynamic business environment of today. With the use of resources made available through this agreement, finance professionals will be able to expand their areas of competence, move up the corporate ladder, and make a major contribution to the success of their company.”
Indian Institute of Remote Sensing (IIRS), an institute under the Indian Space Research Organisation (ISRO) launched free certification courses to give individuals an opportunity to develop a knack for remote sensing. The courses will be based on Geographical Information System (GIS), and Global Navigation Satellite System (GNSS) technologies.
The courses are open to students, faculty of higher education institutes, technical and scientific personnel, researchers, and other professionals interested in the field. This will be a golden opportunity to explore and expand the knowledge base of remote sensing.
The material for the courses offered will be specially curated in the form of PDF lectures, recorded video sessions, and open-source software – This will be made available for all the participants of the courses.
There will be 10,000 seats available for complete courses and 5,000 vacant seats for individual modules. Nodal Centre Coordinators will be given additional advantages and 25 seats will be made available for them in each course.
After completing atleast 70 per cent of the course content, participants will receive a certificate of completion, which can be used further to add value to their professional journey.
Important dates to note
The duration of the course will be from November 6 to November 17, 2023. Also, the registration window was opened on October 16 and the last date for registration will be 3 November 2023.
The educational landscape across the World, over the centuries has transformed, advanced, and evolved significantly to meet the needs of the everchanging society. Whether it was 1920s Progressive Education Movement focussing on developing students’ Problem Solving Skills and Creativity or 1990s Emergence of Educational Technology, furthermore 2010s Personalised Learning and growth of Online Education, there have been a series of innovations that have shaped the way we teach and learn.
From the earliest formal school established in Egypt’s Middle Kingdom under the direction of Kheti, treasurer to Metuhotep II (2061-2010 BC) to modern day Ivy Leagues. From simple Gurukuls to huge buildings and campuses housing hundreds if not thousands of students. From education tailored to individual needs and societal structures to a uniform learning experience. From creating well rounded citizens in Greece, spiritual education in India, vocational and specific trades’ skill development in Egypt to more structured, standardised, inclusive education focused on literacy, numeracy, and science. From copying the shapes of letters with a stylus on a waxed wooden tablet to the digital tablets and electric stylus. From being teacher centred to learner centred. From being limited to teaching typically royal, wealthy, and elite children to being Universal, compulsory, and free, education today has come a long way.
Technology is improving at whirlwind pace and humans are responding rapidly. Globalisation, technological advancements and changing demographics are some of the key driving forces of our current times, and they will continue to shape our future. To prepare our students to face these challenges and seize new and exciting opportunities and thrive in this fast-changing world, educators have identified a suite of core values and competencies that are increasingly important, out of which the 21st century competencies or 4 Cs – Creativity, Critical Thinking, Communication, and Collaboration.
The shift in skill demand has exposed a problem in skill supply. To uncover the skills that meet the needs of a 21st-century marketplace, World Economic Forum in its report, ‘New Vision for Education- Unlocking the Potential for Technology’ conducted a meta-analysis of research about 21st-century skills in primary and secondary education. An in-depth analysis of performance indicators across 91 countries has found stark differences for different skill types not only across income clusters, as defined by the World Bank, but also within the same income cluster and within countries. While the differences are most pronounced between developed and developing countries, they also found wide variations in performance among high-income countries. In addition, they found differences within countries in terms of performance on foundational literacies versus higher-order competencies and character qualities. Two main problems may be identified causing this widespread disparity, poverty, and marginalisation. Poverty is a crippling hindrance to education because many under developed or developing countries cannot grant the financial resources necessary to create schools, provide schooling materials or recruit and pay teachers’ wages (Right to Education, 2018). Moreover, any education students do receive may often be inadequate or of poor quality because of poorly trained, underpaid teachers and overcrowded classrooms. Furthermore, the marginalisation of students is very troubling, especially when it comes to gender inequality. According to UNESCO, an estimated 130 million girls between the ages of 6 and 17 are currently out of school.
Those from the poorest families are more likely to be out of the classroom than more affluent peers. This portrays a rather bleak picture. But, the other side of the coin gives a positive view as at no point in history have more children been enrolled in formal education. Thanks to global commitments and movements such as the United Nations (UN) Convention on the Rights of the Child, Art. 28 (1989), UN Millennium Development Goal 2 (2000), and United Nations Educational, Scientific and Cultural Organisation (UNESCO) Education for All goals (UNESCO 1990, 2010). As per United Nations Economic and Social Council global enrolment in primary education continues to rise, reaching 89 per cent in the developing world in 2008. Online platforms, digital classrooms, and e-learning have made education accessible to everyone, regardless of geographical boundaries. Of course, technology is only one element in a list of vital solutions that aim to close the 21st-century skills gap. Other being strategies such as better teacher preparation, new modes of learning and wraparound services for struggling families.
Schools and Institutes must adopt learning collaborations and technological solutions to prepare students for the future. Future ready education means placing emphasis on developing the 4 Cs and attributes, replacing traditional teaching with an array of innovative pedagogical approaches that will give our students the tools needed to excel in life, and producing curious, engaged, resilient individuals capable of taking on the challenges of the 21st century and beyond.
Charles Darwin in his theory of Survival of the Fittest suggested that the organisms best adapted to the environment are more likely to survive, similarly in education, as we look ahead, we must continue embracing change and fostering an adaptable, inclusive, and forward thinking educational system. By doing so, we can ensure that future generations have the cognition, skills, and resources they need to navigate an ever-changing world.
The old adage ‘slow is smooth, smooth is fast’ is most readily associated with military training. The idea being that when learning a new skill or performing a task under pressure it’s important to start slowly and methodically, ensuring that each step is executed smoothly and accurately. Over time, as one becomes more proficient and comfortable one can gradually increase efficiency and effectiveness. Too often in schools, we do not take the time to slow things down and smooth things out. The pressures of getting through the curriculum, covering content and meeting deadlines take precedent. We move too fast with the aim and intention of making progress but all too often achieve the opposite.
Metacognition is something that, particularly since the early 2010s, has gained a significant currency in education. Metacognitive practice involves aiding students in developing awareness and understanding of their own learning strategies, strengths, and weaknesses.
When students are deeply cognisant of how they learn, they will enhance their ability to self-regulate, control, and improve their approach to learning.
Metacognitive skills are essential for students to become independent, effective learners and these skills are absolutely vital for the young people of today to develop, particularly when we consider the ever evolving and unknown world of tomorrow. While we might not be aware of all the knowledge they will need to be successful, we do know that having problem-solving skills, self awareness and self-regulation, along with the right values and attitudes, will go a long way.
The simplest explanation of what metacognition is ‘learning about learning’, Understanding how we ‘think’. In practice, it is about engaging in structured reflection on the processes of learning and doing. To put it another way, in schools metacognition is about slowing things down, thinking about how we do things to smooth them out. So, we can learn faster, more efficiently and in more depth.
Although metacognition is still a hot topic in education, it is interesting to note that in recent years it has declined in popularity somewhat.
Why? For many teachers, metacognition seems an alien concept, something too complicated and too ‘sciencey’. For those that do ‘get it’ it can seem too challenging to teach or simply, too time consuming to train and a distraction from the formal curriculum.
Embedding metacognitive practices into daily teaching and learning for students of all ages is not difficult. But it requires a pragmatic approach. It is imperative that the ‘why’ of embedding metacognitive practice is understood and placed at the heart of ‘what’ is done.
Many programs and off-the-shelf curricula relating to metacognition have an over-emphasis on the physiology and psychology of it all, rather than practicality. Explanations of how the brain and memory work, deep dives into neuroscience and explorations of the prefrontal cortex occupy large parts of some programmes. Very fascinating stuff no doubt, but not practical or relevant to the ‘why’.
It is essential that any approach to metacognition in schools provides learners with a toolbox of skills that can be applied by students on a daily basis, both in and out of lessons, to help them understand how they think and to roadmap personal improvements. This toolbox should be a series of practical exercises and strategies centered on reflective activity.
Reflection with a view to improvement is metacognition in action.
The question then is, what can a school do to meaningfully embed metacognitive practices in their institution? First and foremost, metacognitive practices in schools should not be standalone, taught as a discrete subject. Rather they should be embedded into the curriculum, into wellbeing approaches, and permeate all facets of school life.
A school with an identified approach to teaching and learning or learner profile already in place is well on the way to embedding highly impactful metacognitive practices into its curriculum. The shared language of a school provides a clear, consistent, well understood and meaningful framework upon which reflective practice can be structured. It is of course crucial that any such framework does also consider the research behind metacognition and key concepts are embraced.
I have seen metacognitive practices in a variety of schools, both where it worked, and where it didn’t. Where it had the most impact was in a school that dedicated multiple days every six weeks to providing ample time for consistent reflection, strategising and review.
First, students engaged in prediction work, predicting not just what they thought their grades were in each subject, but also using an alternate grade scale assessing attitudes and approaches to learning. This alternative grade framework was based on the 6 Cs of ‘Creativity’, ‘Commitment’, ‘Curiosity’, ‘Compassion’, ‘Collaboration’, and ‘Critical Thinking’. Key concepts that were at the heart of the school’s learner profile and were used consistently and with clarity across the school.
Students were tasked with not only making predictions but also deeply reflecting on these predictions, using a series of structured prompts and the support of their teachers, exploring how they were working, what their strengths, weaknesses and areas for growth might be.
Following this, students were then provided progress data and tasked with engaging in further reflection, considering not only the data, but also the similarities and differences between the way they understood their own learning and the views of their teachers.
The final stage involved coaching sessions led by teachers with the students to set targets on ‘how’ they would improve based on the reflection process. Targets were centered on behaviors, attitudes and actions they need to change in order to improve their thinking and learning. All of this framed around the language of the 6 Cs which were woven through every element of the school.
Teachers can be immensely protective of the learning time they have with their students. And rightly so. However it is something of a false dilemma. By giving up curriculum time to metacognition and reflective practice, learning time will certainly be lost. However, as the example school discussed above can attest, time lost was easily gained back through metacognitive framed reflective practice, resulting in rapid progress and more in-depth learning.
To successfully embed metacognitive practices in schools, not only do you have to know ‘why’ it is being done, but most importantly, embrace slowing learning down to provide time for reflection as this will smooth things out.
Views expressed by Sam Gipson Principal, Kinabalu International School, Malaysia
The Indian Institute of Management, Kashipur (IIM-Kashipur), has witnessed a notable increase in the enrollment of working professionals in its MBA programs over recent years. According to data released for the MBA 2023-25 batch, this trend continues to rise.
In the MBA 2023-25 batch, comprising a total of 321 students, it was revealed that a substantial number of students come with prior work experience. Among these, 126 students possess 12-24 months of work experience, while an additional 116 students have accrued more than 24 months of work experience. In contrast, 19 students have 6-12 months of experience, and only 60 students are freshers.
The trend extends to the MBA Analytics 2023-25 batch, where out of 170 students with work experience, 39 students boast over 24 months of experience, 48 students have 12-24 months of experience, 11 students have 6-12 months of experience, and approximately 72 students are freshers. Furthermore, 81 students hail from non-engineering backgrounds, while 89 students come from engineering backgrounds.
Remarkably, the data also highlights the disparity in gender representation, with only 62 out of 321 students being women, while 259 are men.
Meanwhile, IIM Kashipur has successfully concluded its final placement season for the MBA and MBA (Analytics) batch of 2021-23, achieving remarkable results. The highest annual package offered stands at an impressive Rs 37 lakh, with an average CTC (Cost to Company) of the batch reaching Rs 18.11 lakh, reflecting a year-on-year growth of 19 percent.
The median CTC for the batch is reported at Rs 17.2 lakh, marking a 16 percent year-on-year increase. Notably, the highest CTC witnessed a remarkable growth of 28 percent, reaching Rs 37 lakh compared to the previous year. The top 10 percent of the batch secured an average CTC of Rs 28.5 lakh, while the top 20 percent and top 30 percent achieved average CTCs of Rs 25.9 lakh and Rs 24.5 lakh, respectively, exhibiting impressive year-on-year growth rates of 21 percent, 20 percent, and 22 percent.
This data not only showcases the increasing interest of working professionals in IIM-Kashipur’s MBA programs but also underscores the institute’s remarkable placement achievements, reaffirming its position as a premier educational institution.
A comprehensive exploration of the changes and challenges in the field of education on a global scale happened at 27th Elets World Education Summit in Malaysia. This discussion delves into the evolving demands of the 21st century, where traditional education models are being reassessed in light of technological advancements, globalisation, and shifting workforce requirements. The focus is not just on subject-specific knowledge but also on nurturing critical skills, adaptability, and resilience in students to prepare them for an unpredictable future. The panel discusses strategies, innovations, and challenges related to cultivating individuals who are future-ready on a global scale. It emphasises the importance of aligning educational institutions with the demands of the modern workforce and the role of technology in achieving this goal.
Prof. Anurag Singh, the Director of the Institute of Business Management at GLA University in Mathura, India, began by highlighting the relevance of the discussion topic in the context of ongoing technological advancements, globalization, and evolving workforce demands. He emphasized the need to assess whether traditional education models remain effective or require revision to equip students not only with subject-specific knowledge but also critical skills, abilities, and resilience needed to navigate an uncertain future. Prof. Singh expected the panel to explore strategies, innovations, and challenges related to nurturing future-ready individuals on a global scale. He pointed out the interplay between labor force demands and educational institutions, emphasizing the importance of equilibrium between the skill sets demanded by industry and the graduates produced by educational institutions. Prof. Singh also raised questions about whether educational institutions are keeping pace with technological advancements and whether they possess the resources to impart these skill sets to students.
He stressed that the credibility of educational institutions, especially in higher education, hinges on the quality of graduates they produce and their significant role in a country’s economic growth. Prof. Singh also noted the importance of preparing students to be culturally sensitive and adaptable, considering the mobility of the modern workforce across different job markets.
Prof. Anurag Singh highlighted the need for educational institutions to align with workforce demands, foster critical skills, and prepare students for the challenges of a globalized and technologically evolving world.
Prof. Ts. Dr. Murali Raman, the Deputy Vice-Chancellor for Academic Development and Strategy at Asia Pacific University of Technology & Innovation in Kuala Lumpur, Malaysia, discussed the skill sets required for the future, drawing from the World Economic Forum’s top 10 skills. He noted that these skills can be broadly categorized into three clusters.
The first cluster revolves around digital transformation and the increasing role of technology. Within this cluster, artificial intelligence (AI) plays a prominent role. Prof. Raman highlighted that AI is integrated into their university curriculum across various disciplines. They even organized sessions on using generative AI for teaching, learning, and research, collaborating with industry experts.
The second cluster focuses on critical thinking skills, including problem-solving, design thinking, creativity, and innovative thinking. Prof. Raman mentioned that these skills are embedded into their curriculum as part of their digit DNA Enterprise architecture philosophy, aiming to foster creative problem-solving abilities among students.
The third cluster emphasizes well-being, resilience, and work-life balance. Prof. Raman discussed the importance of preparing graduates to lead stable, mature lives, and to bounce back from setbacks and failures. Their curriculum addresses mental well-being, emotional state, and human values in education, encouraging students to consider their purpose in giving back to the community and society.
Prof. Ts. Dr. Murali Raman emphasized the significance of AI, critical thinking, and well-being skills in preparing students for the future. He underscored the importance of integrating these skills into the curriculum to produce well-rounded graduates who can thrive in a rapidly changing world.
Prof. Goi Bok Min, Vice President, Universiti Tunku Abdul Rahman in Selangor, Malaysia, highlights the challenges faced in aligning education with industry demands, especially in the context of the rapidly evolving Fourth Industrial Revolution (IR 4.0). To ensure graduates meet industry needs, curricula must be updated continuously, departing from the older model where content could remain static for decades. He emphasises the importance of fostering a growth mindset among faculty members, encouraging them to engage in research and development (R&D) and innovations. By involving faculty in R&D, they gain firsthand knowledge of emerging technologies and trends, which they can then integrate into their teaching.
Additionally, Prof. Goi emphasises the role of consultancy projects to connect academic work with industry needs, ensuring graduates are well-prepared and aligned with real-world demands. Overall, he underscores the importance of creating a culture of continuous learning and adaptability within educational institutions to meet the challenges of the future effectively.
Alyanna R. Tobias, an Instructional Designer at STI Education Services Group in Calabarzon, Philippines, discusses the institution’s approach to upskilling students and preparing them for rapidly changing technologies and industries. STI collaborates with industry leaders such as Huawei, Google, and Amazon to provide micro-credentialing opportunities for students. These micro-credential certificates allow students to acquire specialized skills that are in demand in the job market.
Alyanna points out the challenge of keeping curricula relevant given the rapid pace of technological change. To address this, STI leverages partnerships with industry experts who provide insights into the skills and competencies graduates need. Instead of teaching specific technologies like AI, STI focuses on teaching skills related to AI, such as attention to detail and critical thinking.
She also emphasises the importance of soft skills, which can be more challenging to impart than technical skills. STI integrates soft skills development into the curriculum, nurturing students’ abilities to communicate effectively, think critically, and cultivate a love for lifelong learning. This approach ensures that graduates are well-prepared to adapt to future technological advancements and industry changes.
Alyanna R. Tobias, an Instructional Designer at STI Education Services Group in Calabarzon, Philippines, discusses the institution’s approach to upskilling students and preparing them for rapidly changing technologies and industries. STI collaborates with industry leaders such as Huawei, Google, and Amazon to provide micro-credentialing opportunities for students. These micro-credential certificates allow students to acquire specialized skills that are in demand in the job market.
Alyanna points out the challenge of keeping curricula relevant given the rapid pace of technological change. To address this, STI leverages partnerships with industry experts who provide insights into the skills and competencies graduates need. Instead of teaching specific technologies like AI, STI focuses on teaching skills related to AI, such as attention to detail and critical thinking.
She also emphasizes the importance of soft skills, which can be more challenging to impart than technical skills. STI integrates soft skills development into the curriculum, nurturing students’ abilities to communicate effectively, think critically, and cultivate a love for lifelong learning. This approach ensures that graduates are well-prepared to adapt to future technological advancements and industry changes.
Eng. Mohammad Mahnashi, SEU President Advisor for Digital Transformation & Data Management at Saudi Electronic University (SEU) in Saudi Arabia, highlights the government’s role in driving upskilling initiatives for citizens. The government has established programs like the Human Resource Development Fund (HRDF), which encourages individuals to acquire new skills and offers financial incentives for certification.
Mahnashi also discusses the Digital Government Authority (DGA), which oversees and guides government entities in their digital transformation efforts, ensuring they follow established rules and procedures. Additionally, an annual audit process, known as “kasas,” evaluates government entities’ performance in various aspects, including technology and upskilling.
In higher education, universities have Research and Studies Institutes that operate as business entities. They engage in research, participate in tenders, and collaborate with faculty members and students to execute projects. Furthermore, the preparation year program at universities helps students enhance their skills and soft skills before diving into their chosen fields of study.
Mahnashi emphasizes that Saudi Arabia encourages upskilling and provides multiple avenues for individuals to develop their skills, fostering a culture of continuous learning and self-improvement. Universities play a vital role in this ecosystem, contributing to research and development and creating opportunities for faculty and students to apply their knowledge in practical projects.
Many knowledge intensive, and high earning careers all rely on some use of ICT either in the design or usage parts of the job and this means that training in ICT skills at school and college level is a vital part of an education system today, shared Dr. Richard Clarkson, Principal, Highlands International Boarding School, Pahang, Malaysia in an exclusive conversation with Sheeba Chauhan of Elets News Network. Edited excerpts:
Highlands International Boarding School (HIBS) provides students with a wealth of options to study a wide range of subjects that will support their Tertiary Education. Would you like to elaborate on this, what are these subjects?
At HIBS, we follow a UK based IGCSE framework from Cambridge Assessment International Education. We have two main academic streams in years 10 and 11, to allow for students who wish to specialise in either pure science subjects, or in more vocational/business related subjects. There are core subjects that all students must take such as English, Maths and Science; then there are a long list of others, such as Chemistry, Biology, Physics, ICT, Accounting and Economics that enable students to tailor their educational experience towards any career interests they might have.
You have been catering to the education ecosystem for more than 28 years, How do you think career opportunities have evolved for students over the years?
Back in the mid-80’s computers and ICT in general were not mainstream choices for academic pursuit, at least not in the UK. I was one of the first to do a computer studies O Level and was largely self-taught. I have always felt that if I was a few years younger, I would have gone into computer programming as a line of work. I have kept up my interest over the years and dabbled in website design and javascript, with a view to making content delivery in my Chemistry lessons more exciting than just writing on a board.
Many knowledge intensive, and high earning careers all rely on some use of ICT either in the design or usage parts of the job and this means that training in ICT skills at school and college level is a vital part of an education system today.
The Curriculum at HIBS develops successful learners through a skill-based approach to teaching and assessing. Shed some light on the curriculum practised at HIBS and it is different from other schools in Malaysia.
As a science teacher, and being brought up on an academic diet of experiments in the classroom, I feel one of the best areas we can expand on is the education experience beyond the usual chalk and talk in a classroom. UK Science examinations stress the student’s need to have actually experienced what is talked about in books and be able to answer questions effectively in tests. But it is not just the sciences that can benefit from getting out of the classroom.
In South East Asia, there exists a multitude of both contemporary and ancient historical sites that hold immense appeal for visitors. Our school, nestled at a high altitude within dense jungle terrain, offers abundant opportunities for geographical exploration. Additionally, it provides a unique vantage point to observe the ongoing urbanization in the surrounding region. Our location boasts fascinating flora and fauna, including a few ape species that reside nearby, offering rich opportunities for biological studies.
Thinking skills are necessary to strive in next gen of education. According to the present scenario, AI is the next-gen in education. Do you think, it will have a positive or negative impact on student’s thinking skills?
I believe that AI, like previous advancements in computer technology, has the potential to create significant excitement and anticipation about how it will revolutionize the world, for better or worse. In a digital age where vast amounts of information are available on the internet, not all of it necessarily accurate, AI’s capacity to aggregate and summarize this data to answer specific questions is undeniably a valuable tool.
However, it’s essential for a diligent student to always approach information critically, cross-reference it with other sources, and engage in thoughtful analysis before placing trust in it.
If AI is excessively elevated and granted too much authority, there is a risk that critical thinking skills could deteriorate. AI should be viewed as a valuable tool, and its output should be carefully considered by the human mind before any action is taken based on it.
The World Education Summit has been consistently focused on driving innovation in education worldwide over the past several years. What are your thoughts on joining the most anticipated 27th Elets World Education Summit in Malaysia?
I am greatly looking forward to meeting all the other speakers and learning about everyone’s unique experience in the field of education. It is by talking with each other, and sharing our own ideas about how to improve the sphere of education, that meaningful advancements can be made.
