 Hello, I welcome you all once again to my channel, Explore Education, I am Dr. Dashmi Singh, Assistant Professor, Department of Education, S.S. Khanna Girls Dupri College, University of Allahabad. And it is my last video regarding higher education in accordance to your syllabus, that is relationship between higher education and the world of work, okay? The lecture will be useful for your various competitive teaching examinations as well as for your general understanding about higher education, and it must be bilingual. So let's start. First of all, what are we going to study, what are we going to talk about? Higher education and the relationship with world of work. World of work means our workplace, our work place, our employment place, where we go to work, so it is considered as higher education, as you know, the main function is to provide employment, its main function is research, extension and teaching and services. But by default, after that, you connect with some teaching service, do some work, so this should be a predictor of employment, that is, its subset has come out that we have studied, we have knowledge, we have skills, we have emotions, so we will use the knowledge that will be related to education in higher education, okay? So higher education is the predictor of employment, that is, if we have studied higher education, then this prediction can be made, the future can be made, that we will get employment. The main objective of higher education, so we have to see whether higher education has a relationship with world of work, that is, if we pass out of higher education, then we get a good job, or if it is not, then what should be changed in higher education so that we get employment? Why? Because our ultimate goal is the same. The main objective of higher education is to transform students through enhancing learning skills, behavior and lifelong empowerment as critical and logical reflective persons, that is, what is the main goal of higher education, what is the main goal of higher education is that we can transform students, we can change them, we can change their form, how we can develop learning skills, we can enhance them, we can transform their behavior, we can make them capable of reacting as lifelong, critical and logical reflective persons, what is the big deal, when do we think logically in our life, when do we think critically, we don't think like that, so this is the objective of higher education. In general, as you can say, with the emerging trends, which are so new, new ways of thinking and progress, every institution here, every institution means every higher education institution, nourishes students, that is, we give this kind of portion to our students, portion in the sense, portion of knowledge, for the world of work, so that its workplace is with the primary goal of education, that is, the new trend has changed, the pragmatic philosophy runs, that you study that work, study that which you get a job from, so now idealistic philosophy does not work, that we have to get salvation after attending higher education, we need a job, so they are saying that the trend has changed, so every institution wants that they make their education capable in this way, that they absorb it on the workplace, in the last two decades, the major focus was on higher education to increase national growth, regenerate economic roots and develop significant direction to meet new challenges of the world. In the last two decades, we have seen that the education, what is the main goal of higher education, what is the main focus? This is national growth, which you call GDP, we can grow in that, we can regenerate the economic roots, that is, the majority of the roots, we can regenerate them again and again, and develop significant direction and we can produce a workforce of that kind, that can deal with the new world, so this is a tilt of higher education, a shift, you can say, in its objectives. The relationship between higher education and employment has been given attention for policy making issues as well as research purposes, and there are a lot of people who make policies, the two of us have found that the relationship between higher education and employment is important, it can be solved to some extent if they pay a great amount of attention to nourishing the education for the world over. This will be easier when we will give more importance to how we teach the way that students get a place on the workplace. Even after getting higher education, they don't have any work, they can't get a job, this shouldn't happen. In addition, the youth of the country requires preparation for employment to thrive with participation in nation building, In addition, we will prepare the youth of the country for employment in this way so that even in the demands of the nation, we can achieve our own success. That is, the higher education should have a predictor of employment, this is happening, it should. Higher education is reshaping its objectives, that is why the higher education has given its objectives, its objectives to support learners, so that we can help our students, in which they can provide opportunity in their career, progressive employment, they can get training in their working world and a better understanding of their capacities and they can understand their conditions in a better way. According to this, higher education has reshaped its objectives. Higher education helps students to build employability skills now, that is, the word now doesn't mean that it used to be like this. Higher education helps the students to be able to get employment in their daily life, which means that enabling students to get and keep a job. This means that our students get a job and they can stay in that job, that they can drop out of there, you can say adjustment is not possible, allows them to bring changes to the working world and similar proficiency for development, that is, they can bring some changes to their working world, they can become proficient, they can develop all these things. Demanding more graduates by the smaller group of companies puts more pressure on higher education to empower students with the new trends and needs of the labour market. They are saying that there are so many small companies that they need graduates, graduates who have employability skills that can be absorbed in the labour market. That is why the pressure on higher education has increased that they should produce better graduates. Harmony between higher education and the working world is the contextual approach of developing a practical interface of education for the world of work. That is, this should be established, this should be harmony, this should work in a way that the product of higher education and the input of the working world should not be a mismatch, they should match each other. So all this should happen. Now what is reality? In a rapidly changing world, graduates need to be lifelong learners. Look, this concept of lifelong learning is used in so many places. When we were studying adult education, if you remember, it was a very old story, the latest concept of adult education was lifelong learning. That is, now your learning is not stopping. You are an employable, non-employable, you are a homemaker, you are anything, but you have to keep learning life. Because the knowledge is increasing so rapidly, the information is increasing, so every new knowledge is redundant to the old knowledge. So if we stop studying, then we will not be of any use, we will do any work. So this is rapidly changing, the world is changing so rapidly, the graduates who are studying need to be lifelong learners. The primary role of higher education is, sorry, this is the same thing which was in the previous slide, the primary role of higher education is to transform students by enhancing their knowledge skills, attitudes and abilities by simultaneously empowering them as lifelong critical reflective learners. That is, our higher education is the main goal, that we give them knowledge, knowledge, education, to make them so capable that they are becoming a critical and reflective learner. The employability of graduates should not be seen as a primary focus of their life. Rather, employability is a subset of and fundamentally contingent on transformative lifelong learning. In fact, since you have taught them so much, you have made them so educated, learned so much, learned so much, and they have become better. And you have made them lifelong learners, so they will get their employability. That is, our primary focus is to make them so capable that they are able to achieve their goals. That is what I mean. Employers and their representatives consistently say that to succeed at work, most people in the future must develop a range of personal and intellectual attributes beyond those traditionally made explicit programs of study in higher education institutions. They say that the employment should be attributed. Apart from that, in higher education institutions, we give them traditionally. This is an exam, this is an exam, this is an exam, this is an exam. Apart from that, we should have some personal and intellectual attributes so that we can succeed in the workplace. What are those attributes? As we are talking a lot about graduate attributes, if you know about OBE, Outcome Based Education, what should be good for you? At-Root Employers Want Interactive and Personal Attributes Employers who are going to give daily, they want to interact with the students who are at work and what should be good for you? Because you are dealing with the public, you are in an office, you are in a firm, you have to deal with the public, so there must be interactive attributes. So what will be good for you? So that we can interact with the students, communication is the biggest thing. Until you can't communicate, you can't do anything. Teamwork, working together, and interpersonal skills, you should be able to work together with the people. What should be good for you? What should be good for you? What should be good for you? What should be good for you? You should have abilities, what should be good for you? We can't achieve anything in business if we don't、 so that we can work together and take the risk of success. No. It's whatever happens to them. If they don't take the risk, they might fail. So don't get in trouble, nor it won't work for that. We shouldn't take risks in business or conscience. Next important, let's move on, flexibility. You have to be adaptable. You have to do it yourself. Pre-empt and ultimately lead change and self-skills. And self-skills should be included in the account. Self-motivation. If we lose again and again, then we have to be self-confident and self-management. Self-promotion. If we have so much, then you understand that you will get a job. And you will also succeed in the job. These personal attributes are important to allow graduates to fit into the work culture. This is a very important attribute so that graduates can fit into the work culture. Do the job. You can do the job. Develop ideas. You can mix up ideas there. You can get initiative responsibility. And ultimately help organizations deal with change. Organizations can help organizations in the changes that come every day. So, you have to have an interactive attribute, a personal attribute. And what should be done? Technological and organizational changes over 25 years have added ICT skills. And ICT skills should also be added. Nowadays, without ICT skills, we can't do anything. Teamwork, flexibility, adaptability. So, problem-solving has become creative problem-solving and risk-taking has become a key attribute. They are saying that we should have a creative solution. On the other hand, there is much less knowledge and far more unwillingness to continue learning. Knowledge is not very important. You can google it and you will know. Within the second. Factual knowledge is essential in today's world. Rather, it is a desire that we will learn continuously. The employer-higher education interface is a complex nexus that needs to address organizational structures and missions on the one hand and graduate attributes on the other. On the other, however, it is further complicated by a third dimension, the purpose of learning. They are saying that employer-high education is an interface where they touch each other. What is there in that? Organizational structure and mission should be there. Graduate attribute and purpose of learning. If these three are met, it means that you will be a good interface. There are some suggestions. Okay, our higher education is not able to produce such a good graduate. So, what should be done? There are various suggestions in the literature about explicitly addressing employability skills in higher education. That is, we can give our higher education employability daily, how can we give it to children? Provision of skills modules. Introducing the module of skills. Revision of curricula. The curricula is outdated, redundant, it has been running for so many years. You can change it. How? You can add a skill element to it. Without a skill, there will be no work. Assessment of non-cognitive skills. Look at cognition, it is very less. What is the assessment of cognitive skills? How do you communicate? Are you presentable or not? Do you have such a soft skill? All this. The incorporation of work experience. See, work experience comes from primary education. You give it a little work experience in higher education so that when it goes into actual condition, it does not get in trouble. And the use of live projects. And give it live projects. That it actually became a part of the project in which students work closely with employers. To address a real-life concern. Give them a book, a paper, a thought, give them a project, a live project. In which the real-life concern is actually related to life. Despite these reviews and suggestions, there is a sterile debate about whether employability skills should be embedded in the curriculum or taught in separate units. They are saying, okay, we have to do all this. It will not work without it. But this is the topic of the debate. This is the topic of the debate. The debate is going on. The debate is going on. The debate is going on. How do we give employability skills? Either we have to embed it in the curriculum so that there is no difference. Or we have to teach separate units that this is the topic of employability skills. It is a chapter. Both of them are saying, give employability skills. There is a growing disconnect between the skills that graduate possess and those that employ. You all know that there is a disconnection. There is no connection. The graduate who is in the class has a causal connection and the employers who want a causal connection have a mismatch. There is a disconnection. Over the past, there has been growing skepticism about the value and work force relevance of higher education in light of rapid changes in the world of work. That is, the world of work that we are working on is changing so quickly. It needs a new, new causal connection in the faculty and employees. But higher education has not been able to change itself. The current period of labour market uncertainly, uncertainly should have been presents both a challenge and an opportunity for institutions of higher education. They must find ways to align with this new world of work. That is, the current period of our work and the job opportunities have given challenges and the higher education has given an opportunity to change yourself so that you can meet with the need which the employer needs. That is, you should create a graduate. Okay. How should we do it? I mean, we should know if we can do it. We should also know if we can't do it. Then suggestions will be given. Okay, you develop an employability skill in them. So, how should we develop it? These are the strategies for them. Treat employers as customers, not end users. Look at your employer as a customer and don't look at him as the last user. Higher education must instead foster deeper and more sustained relationships and not always come naturally to the world of academia. That is, the people in academia don't look at the employer in that respect but look at him and give him some importance because our graduate will go there. So, he can be absorbed. Create opportunities for lifelong learning beyond a degree. Look, a degree holder will get a job. This is not true in today's world. If you have a skill, you will get a job. So, we should prepare the child for lifelong learning so that he doesn't get a degree. That is why, if you remember NP1986, he said there was a topic about de-linking degrees from jobs. I thought how many years ago it was said but it was not popular because of so much politics and all. I don't know. But this is a big thing. He said de-linking, break the degree from jobs. If there is a degree, you will get a job. If there is a degree, you will not get a job. If there is more you will not get a capable person. You will not get a degree holder. So, that is why he said create opportunities for lifelong learning beyond a degree. Then, get specific. Become a specialist. Connect the course work with the competencies. I mean, we have taught the course to the child as the syllabus is complete but there is no direction in it. So, it is of no use. Then, better signaling. Create a shared vocab of skills with employers and peer institutions. I mean, create tighter linkages between their educational offerings and the world of work. The linkages we can link between the education we are providing and the work of world of work. Check this. Okay. And design for workforce equity and inclusion. See, what will happen at the workplace? You have to work with any man for any race, sex, caste, creed. So, why don't we give an inclusion concept in education so that when the world of higher education and learning experiences is changing very quickly and so are the skills that people are just going to need in the workforce. I mean, when we go to the workforce, we have to have an equity concept and an inclusion concept. So, we have to design our higher education according to the workforce and we have to have equity and inclusion concept. If we can do this, we can say that our higher education is related to the world of work. But, right now, it is very important. It is not good. Are you getting a job with higher education? No. The reason is that we go on a traditional pattern. We haven't changed ourselves. We don't focus much on skills. Employability skills, communication, we don't talk about them. We just text, text, text and we talk about theory, theory, theory. So, we have to change to align with the world of work. We have completed this very much last topic for you all. 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