Before my International Field Experience in India my
research questions was framed around the inquiry of how India is addressing the
needs of learning disabled students so they are best equipped to enter the
workforce after high school. Based on classroom observations and interviews
with staff and students, I discovered there was not a special education system
in place and the classroom culture did not promote differentiation based on
academic or behavior needs. My research
question evolved into: “What is the changing role of India and the US to help
develop career skills for under-represented populations?”
A fundamental concern is how to reach students who do not
have access to education, who cannot afford tuition, are marginalized, or from
an uneducated family. Yet all citizens
need function-specific skills to be ready for jobs of the future and enjoy life
as a contributing members of society. From
early grades there is a disparity of educational resources and teacher quality,
which are growing concerns in government run schools. Overall the Right to Education Act in India has
increased student attendance, but there has not been growth in student
achievement or substantial development in best practices for education. So what are children learning? What inspires female students to stay in
school?
Studying in country, I was surprised to find out that most
of the academic pursuits of students who do
have access to a good education, such as at Jubilee Hills Public Schools, are
centered on board exams and getting into college. At a morning assembly the principal spoke to
high school students about how important a “Plan A and Plan B” are for after
graduation, but they both included college studies. There was not an open sharing of entering the
workforce or vocational training options before or after graduation. In looking at the curriculum this mirrors the
shortage of career awareness type courses, though the science and business tracks
may include some discussion on careers related to business, engineering and
medicine. This may change with the
“Skill India” initiative led by the Government of India. There
are plans to integrate skill enhancement and entrepreneurship in syllabi at the
school level. The highest skilled labor
needs are slated to come from the construction sector, followed by retail and
logistics.
India appears more aggressive in the promotion and
development of campaigns to help young people develop employability skills
after high school; for example, the Skill India initiative and Make in India
campaign. Based on my school visits the
high school classes spend more time on theory than experiential learning in lab
environments. Small changes in the
structure of each class could bring the application of concepts to the
forefront of learning, aligned with World Youth Skills Day. After Grade 10, India has Industrial Training
Institutes, Industrial Training Centers, and Vocational Training Colleges. Possibly pre-vocational training opportunities
could be offered starting at Grade VIII to keep students in school and expand
career opportunities for students who are not college bound. A targeted study
program related to a career field may best equip this student population to
attend a skill development program, get a job, earn a living wage, and
contribute to society. Many students in the US have the opportunity to learn
about career pathways, train in an occupational setting, and earn technical
credentials and licenses in high school.
In terms of career pathway exploration, high school students
select to study either the science or commerce stream. Jubilee Hills has a
Career Fair in which parents and community members share their knowledge and
expertise with students. It appears children often opt for subjects of their
parents' choice to make them happy. This
may put pressure on a student to study a career they do not have the ability,
aptitude, interest or natural talent in to be successful.
In comparing the learning styles and discipline of India and
the US, in some ways Indian students show more propensity to develop thinking
skills for in-demand jobs of the future.
I worked with a student panel of 12th graders to conduct a
high school workshop on “Developing Skills to Confront the Global Economy." This enterprising group demonstrated the
cognitive abilities as studied by Garner’s “Five Minds for the Future.” They
constructed their own definition of multicultural competencies, they asked
questions of each other that showed clarity and creativity for global
leadership, and brainstormed how the needs of young adults can be brought into
alignment with the greater good of the community. A challenge for all educators remains how to
nurture creativity, innovation, and problem solving skills to prepare youth for
careers of the future.
A challenge for
industry in India and the US centers on the talent supply chain, how to help
schools teach the skills industry needs.
Is the power in the private sector?
The private sector has strong connections with colleges and universities. Could this same concept be trickled down to
students at the high school level? There
are models in both India and the US that call for more involvement and or
financial help from the private sector. Bridging
the skill gap is not an easy task for any country. What would happen if innovative educators and
industry leaders combined forces to share ideas and insights on a global
platform? Through the use of
collaboration and innovation both sides would benefit in terms of improved workforce planning and better design
of education policy, ultimately developing our most important human capital- - talented
youth.
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