 Anyway, I'll stop here. The credit goes to Kansas University. They are the ones who produce, the set of students who produce this video as to their vision about education. And we are no part different today when we see the young population having a similar kind of a dilemma. They do all this stuff. And the question is, where is the time to study? How do they learn? So let me get to the slides. So as an educationist, as a teacher, as an institute, I have these two customers. On one hand, I have a student. And on the other hand, I have an industry. And I'm supposed to add value to the students before I present them to the industry. Now, the one side of the story you have just seen. I mean, what is the collaboration between a student and a being? I mean, that particular clip gave that picture. But now, this is the second side of the story. If you look at the software development game, I will be very well understand that there is a developer and there is a customer. And the developer wants to know what are the real requirements of the customer is. And the familiar question that they often ask, what are the defects, what is the feedback mechanism, how often the defects are fixed, et cetera. Let's change the game slightly. And let's put the actors from the education field. And let's deploy them in the roles of the software developers. And now, ask this question. There's a teacher in the institute. And there's an employer. How much of collaboration do we have? What is the feedback mechanism that I have with the industry? What is the reliability of my quality of students? The industry sometimes give a feedback that last year, your students were of better quality. This year, I didn't become anybody. So that gives me some feedback sometimes. But otherwise, there is no formal mechanism in place to get any feedback as to how my students are doing. So there is absolutely or very minimal kind of a collaboration that's happening between the industry and academia on this front. And here's the present scenario. So the academic programs, if you see they are very rigid, uses waterfall process model and delivery. We don't even know when our students enroll and they are graduating after four or five years, what kind of jobs they will be seeking. What kind of jobs they will be available. What am I training these students for? Am I clear about their profile? So I have a fixed set of processes in place. And I'm delivering in the waterfall process model. Most academic programs, if you see they are fixed time, fixed cost, fixed scope projects. They have very defined syllabus, very defined timeline. So you know what goes out of the window. It's the quality. And change is a bureaucratic process. On average, this is on the lower side. It takes at least three to four years for us to make any change to our syllabus. And of course, there is over emphasis on what I can teach rather than what needs to be done. So the present scenario continues. Hopefully, I don't want this present scenario to continue. So the students graduate with little practical skills, no idea of industry expectations. There is over compartmentalized of education. I mean, the real world problems do not get, you know, you don't get the real world problems nicely compartmentalized, saying that this is a physics issue, this is a maths, this is mechanical engineering, electrical engineering. They all come role involved. We don't need enough time and scope for our students to get that slice of integration happening. And instead of resolving the problem, the industry has found its own quick fix solution. Some of them are almost running a mini-universities. Some of them are depending upon the finishing school to do that what we didn't do at the academy. So there's a frustration. The industry says, they don't understand what we want. And the academy says that they don't know what our problems. And in this tussle, the students who is confused, eager to join industry, only to get more confused. So there's a lot of duplication of efforts, waste of time. So the question is, what do we do? So then to the frustration, there is now this blame game stuff. I mean, typically, the way things happen in software. So the industry says, institutions teach things that are not relevant. Marks and exams are no proof of their skills. Somebody gets 85%, 60%, 70%. How do I know? Who is having the programming skills? I mean, they may not have the basic programming skills, which is an entry level kind of skill that the industry would look for. And they don't have it. They have scored very well on the university examinations. Institutions teach as if all students are going to be researchers. And institutions are bureaucratic. They are tightly controlled bodies, ever to change. And the blame game goes on and on. Academics also have a view. So they say, we teach fundamentals. Platform specific, domain specific, knowledge is not our forte. We expect industry participation if they want better quality. We have paid peanuts. That's always the devil's hand. We have paid peanuts. What better can you expect? It's like that Bai on the channel B saying that it name it, it much me later. So that's the kind of argument that we put forward. Our environments are not inspiring. Come here, work, and then talk. So this is the kind of a blame game that we see. But the blame game doesn't fix the bug. So we need to understand the process of education. And primarily, there are three processes that we need to look at, the teaching, evaluation, and administration. And the quality of the education program would primarily depend upon the quality of this feed process. So let's try and understand the current education trend in education. I mean, we all know that the cost of education is rising. The classroom size are becoming bigger. The conventional teaching is ineffective. The classroom teaching is dead. I mean, the statistics show that the students learn 45% in the classroom. Then what am I doing? I mean, spending hours after hours babysitting them. And I'm sure if we do not have that mandatory 75% attendance, I'm sure nobody would turn up for the classes. So the situation is bad. On the other side, the parents, the students are looking at education as an investment. And I mean, the time has come where the education is being looked upon as a serious business. Look at the current profile of the student. Limited attention span. Any guess what is the attention span of an average student today? A few years ago. 40 minutes? Wow, long. This was 11 minutes was some, you know, 10 years ago. But now, five minutes. So if you haven't grabbed their attention in the first five minutes, you have lost them. So please note that they're already thinking of something and they are not in the class. On the, yes. They are well performed, well versed in technology. They are visually oriented. They are very eager to experiment. And they find the stereotype teaching and the stereotype teacher voting. I don't think that's it. Yes? I've said this a couple of times. So I think you were talking about the view of the industry and all of that. So you particularly talking about all across India. Yeah, I think let me make it very clear. I think I should have given that as a disclaimer. I think this is primarily I'm talking about the Indian scenario. And I'm leaving aside the few elite institutes in the country. This is the mass education system that I'm talking about. So this is the scenario. But that's 90, 95% of the population of the country where it's going and starting. So it should be of concern. So you're looking up across a couple of institutions? I think I'm not talking about, of course, I'm speaking from my own experience in my own institute. But the scenario is not very different across the country. What an average. This is what it is. So I'm sure that all of you have suffered, right? I mean those who are studying India have suffered under this regime, right? Not only in education, also in the receiving end as industry. Exactly, exactly. And outside is no different. You said five minutes is the... You saw that that's not in Indian click. So the scene is not very different. I mean, we had just a talk in the morning. I mean I see that things, I'm very hopeful that things will change sooner or later, right? And look at the current administrative problems. I mean, we said teaching, evaluation, and this is the administration. Procedures are more important than the outcome. Do you know that at the end of the attending this conference, I have to go and produce a certificate that I've gone and attended, right? So maybe you'll have to help me with the photograph saying that here's a proof that I was not only present, but I made a presentation. What is that for? I mean, what is the outcome, right? Rather than that, if they ask me, go and make a presentation saying that what did you learn? I mean, that would have been much more tangible than following this procedure. Excessively worry about misuse before use. I find that very funny that the schools and colleges have LCD projectors being given that's lying in the principles covered. Principal is worried that students being misusing without realizing that whether used or misused, anyway, that's going to get, we can operate within three years. I think the recent example is the tablets. Akash, but Akash, I need to tell you the exact story, but Akash is a little controversial topic, right? But that's the scene. And the control, I see that it's a criminal waste. I see in engineering colleges closed on Saturday, Sunday. Lock and key, there are, you know, the farm of machines lying idle, right? But the students are not given the key because they will play mischief, right? I mean, this is the kind of a control mindset that we see here, right? Compliance scores or competence, right? Follow, you know, tick, tick, tick, tick. Okay, done, fine. System encourages, propagates mediocrity. I mean, that's another, right? I mean, we have seen that. Lack of trust in teacher and the system. Teachers cannot be trusted, right? And my own experience has been, you trust the teacher, they become trustworthy. If you don't trust them, they're exactly what you expect them to be, right? And same system at the end converts assets into liability. I have seen faculty members, okay? I mean, when they joined, they were assets, but where are they now? They become a liability, right? So system has done something today, right? We have this problem rather than converting ordinarily to extra-ordinary, we haven't been doing exactly the reverse, our education system. Yes? I've gone to the colleges when they set the syllabus. So sometimes they invite the industry alumni to set the syllabus, and what are the suggestions that we made, right? So I think we don't know how to handle this kind of a situation. We suggest something to them. Finally, they're- You are from the industry, right? Yeah, okay, yeah. So whenever we go to the college, we suggest them some changes over there. What is the latest one? How we expect the students to be? Finally, they'll discuss some of themselves and end up with the same syllabus. I'm not surprised. What is it? Yeah, I can teach only what I know, right? So that's the problem, right? So you are going to tell me, say, I may copy the syllabus from MIT, but I need somebody to deal with that stuff, right? So what am I going to do? I'm going to teach what I know. Naturally. So this is the problem. If you could contribute, if you go and deliver, right? I think that's where, you know, something may not- We have always looked forward, you know, I mean, Ajay, a community has been extremely helpful. I mean, here's Ajay Denai, who has come and taught. Nareesh Jain has come and taught in our university. So I have, you know, I take pride of this particular community that they have been really extending their help and not only going to IITs and elite institutes, right? And that's- So the door work on Saturdays, we have 10 only on Saturdays. Why not? In fact, we are going to organize lectures only on Saturdays for the industry people on Sundays, right? But sometimes you won't believe our students. We are ready to go. Now, students say that today is Sunday, right? So that is a problem there. So somehow, you know, the system is virtually very inefficient. You should tell them that there is a movie. Huh? Yeah, I think I need to have a couple of Sharukhans visiting, right? So we need a star speaker. You know, students understand this very well. I mean, I mean, there's a lot of, you know, and then they organize the event. You should see the kind of crowds that they are able to food and not when we organize the event, right? We have to make sure that there is a minimum attendance there so that at least the speaker doesn't feel offended. In fact, I am really having a different view, of course. I'm from industry. Sure. I'm going to call Valdez to interject. So here, we have to motivate teachers. Since the industry is looking for a software professional, what is the motivation for the teachers to work in the college? You said clearly about the salary part. Yes. Definitely, we should not miss that, right? So having said that, what is that as a community, we are going and telling them, we need really great teachers rather than industrialists. But how? It takes two to twenty years for the good teacher to come out of the system. And of course, we have to really do, and the government has to play a good role in terms of doing that. And of course, universities also have to have some grant to really do that as well. And continuously, you know, change the way they teach. Engagement, what we should have is engagement. I mean, Rashida is showing her placard, right? So let me quickly summarize. I think the boring details are in the paper that you can pick up from the proceedings, right? So the agile manifest, so I'm proposing an agile manifesto in education. So I'm saying that the teachers and students who are administration and infrastructure, we know that the administration infrastructure is important, but the teachers and the students are more important than the competence and collaboration. Our systems are making the system very competitive. You know, and the one way to compete is making sure that other fellow cannot compete, right? So those kinds of things are not really worthy, those practices. So competence and collaboration or compliance and competition, employability and marketability, I think that's important, right? I mean, today when Nescom says that 75% of your graduate engineers are unemployable, what a waste. So I think that's something that, so this is what made me think that, I mean, is it possible for agile practices to be really tried in education? And the attitude and learning skills over aptitude and formal degree. So many of our students get selected through an aptitude test, they go and join and they get fired because of the attitude, right? So understand that the learning skill is important. The attitude is more important than the aptitude in the formal degree. It really doesn't matter, you know, what degree you are at, probably. So what skills are important, right? So I have this overview of the important skills. The problem solving skills are more important than the road learning. The classroom control to engagement is more important rather than discipline. Don't make noise, right? I mean, so rather than they keep them engaged, right? If they find it exciting, I'm sure they will not make noise, right? And even that, if that noise is there, it's not a nuisance, right? I mean, they are excited. I mean, excited people will make some noise. Ability to ask the right question is more important rather than knowing all answers, right? I mean, we expect them to know part, part, part, part, the road learning style. Formulating a problem is more important rather than solving it in all gorily detail. Today, I mean, once I formulate the problem, I mean, that might be a tool available to solve it. If I know that this problem can be described as the differential equation, then there is a differential equation of solving which can solve it. That's not crunching. But the scheme of formulating is not easy, right? And that's where the focus should be. Yeah, I always believe that software engineering should not be called software engineering. It is a combination of art and engineering. Engineering is where we try to automate fine solutions. But art is where the analysis part comes in. So that's why I think I can relate to this is it's always analytical skills that is more important than trying to find which is the fastest compiler. Yes, I understand. Yeah, I mean, coming back to, I mean, he's my teacher. I mean, the teacher is having a very, very important role here. And he needs to move from figure of authority to a facilitator, right? Like a sage on the stage rather than guide by the side. I mean, he no longer knows everything. We keep in there is a much more information than what I can deliver in the classroom. Yes. That's exactly what he said. See, the tendency for everybody to know is that as a teacher, he or she should be knowing everything. And the student feel that they don't know even to answer. You know, the next day onwards, the respect comes down. I think they have to really put in. So I need to handle my ego saying that I don't know. No, not only that, make the student and the teacher to work together, collaboratively innovate and do the thinking and learn together. Yeah. Also, that's it. I have to disagree about that respect part. Any teacher who says is out of scope or something like that, gets way less respect than a teacher who doesn't know today but comes back tomorrow and picks you up and tells you the answer. See, I tell you one thing. The teacher doesn't know, cannot really state it openly because it's an image issue. So they tend to say out of scope. That's what is a reality. So that's not. And one more thing. I do not know your recruitment, you know, the incumbent coming as a teacher, what kind of, you know, rating how we are doing the selection process. That itself is a big thing. Yeah, so the equal quality would matter. Absolutely. See, when you're teaching this a process, it keeps happening over time. So what I think what he's trying to say is you and the student are at a bar. It is not imparting of knowledge. It is discussing something. Yes. So it is teaching. Yeah, but what's really happening is that I know everything and teaching you better study them out and learn from me and get going. Don't even ask me. No, not everywhere. Not everywhere. Every person at the time is true. Not everywhere. It's changing a lot. That's a good research. It's not happening in our university. Let the education understand. It's a really interesting. Yeah. So I have just accelerated to the last line. I think you have created a battlefield here. I think that's the intention word. I think I have scored the point there. So I'm very, very happy that, you know, many of you are feeling very, very, you know, what should I say? Passionate. I'm very passionate about education. Yes. Yeah, so when you came up with the many questions, and I thought about extending it to the next level of the principles and how you go. These are the principles. These are the principles. I mean, whenever there is a conflict of situation, I would look at these principles and say, how can I resolve that conflict? But I mean, administration versus this, right? I mean, I know where to resolve it. So these are like guiding principles for me to take those conflicting situations. So anyway, so let me just conclude now. I mean, there she is. So the technologies are necessary to address the problem. I mean, that's the reason why, right? The lack of experienced teachers, some of these areas are the scalability. I mean, now, I think in the previous session, we were saying that 62,000 students, how do we manage them? So many people in the effective and efficient delivery. So these are some of the areas where the technology can happen, can be useful, but technology is not a substitute for a good teaching, right? I mean, there was some time back to teachers who were scared that they would get replaced with technology. I'm sure that's not going to happen any time, right? But the teachers have to change, right? And that's something which is much more challenging, right? I'm also saying that there's an urgent need to apply agile framework or a lean framework to education system before it goes to a heavy process orientation because some of the institutes have already started following those IOSO kind of processes where, you know, the students will come uniform. Everybody looks the same. Then, you know, everybody's wearing a tag just like in industry, right? I don't think we really require those heavy processes. And the teachers are complaining that whenever those, the NAC committee or accreditation committee visits, they cannot do any teaching. They're all the time busy with paperwork, right? Sometimes manufacturing the documents. So the life of a process framework like agile is recommended, right? And our experience shows that, I mean, whatever case study that I have described in the paper actually shows that there is a hope. I mean, it's possible provided there is a commitment from the top, from the top, right? I mean, this will not happen without the commitment from the top. I'm done, yeah. Thank you. Yes.