The document discusses strategies to improve employability in higher education. It suggests establishing makerspaces on campuses to provide hands-on learning opportunities using emerging technologies. Curriculums should be outcome-based and credit-based, with applied and internship components. Pedagogy should incorporate flipped, cooperative, and blended learning models. Assessment should include internal assessments and higher-order thinking questions. Students would benefit from career counseling and language proficiency courses.

1. Prof. Vasudha Kamat
Member, New Education Policy Draft Committee
Former Vice Chancellor
SNDT Women’s University, Mumbai
kamatvasudhav@gmail.com
2nd National Conference Series on University 4.0
The Future of Higher Education

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 Employability
 Employability Skills
 Graduate Attributes for Higher Education
 Case study
Agenda

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Employability Game
https://graduateemployability.com/game-app/

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https://graduateemployability.com/game-app/
Employability Game

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To increase your employability, we
recommend that you do the following
actions:
 Do an internship, preferably with a
relevant employer in your career path
 Get involved by doing things like:
participating in more curricular
activities, joining LinkedIn, and
volunteering
 Decide what you want to be and focus
on that intentional career pathway
https://graduateemployability.com/game-app/
Employability Game

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WorldEconomicForum
https://toplink.weforum.org/knowledge/insight/a1
Gb0000001RIhBEAW/explore/summary/
Education 4.0

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WorldEconomicForum
https://toplink.weforum.org/knowledge/insight/a1
Gb0000001RIhBEA/explore/summary/
WorldEconomicForum
https://toplink.weforum.org/knowledge/insight/a1
Gb0000001RIhBEAW/explore/summary/
Digital Fluency
and STEM
Skills
Quality
Basic
Education
Education
Innovation
Relevant
Specialised
Education
21st
Century
Curricula
Lifelong
Learning
Pathways
Education 4.0

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It is a set of achievements – skills, understandings and
personal attributes – that makes graduates more likely
to gain employment and be successful in their chosen
occupations, which benefits themselves, the workforce,
the community and the economy.
Employability
Employability in higher education: what it is – what it is not: Mantz Yorke

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21st Century Skills
Complex Problem Solving
Critical Thinking
Creativity
People Management
Coordinating with others
Emotional Intelligence
Judgement and decision Making
Service Orientation
Negotiation
Cognitive Flexibility
Complex Problem Solving
Coordinating with others
People Management
Critical Thinking
Negotiation
Quality Control
Service Orientation
Judgement and decision Making
Active Listening
Creativity
-
+
2015 2020
-
+
KLAUS SCHWAB: World Economic Forum
https://www.weforum.org/agenda/2016/01/the-10-skills-you-need-to-thrive-in-the-fourth-industrial-revolution/

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Complex Problem Solving
Critical Thinking
Creativity
People Management
Coordinating with others
KLAUS SCHWAB: World Economic Forum
https://www.weforum.org/agenda/2016/01/the-10-skills-you-need-to-thrive-in-the-fourth-industrial-revolution/
21st Century Skills

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Graduate Attributes are the qualities, skills and
understandings a university community agrees
its students would desirably develop during
their time at the institution.
Graduate Attributes
Gill, R. (2018)
https://www.researchgate.net/publication/327141738_
Building_employability_skills_for_higher_education_students_An_Australian_example

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There are seven characteristics I look for in a candidate:
 Commonsense
 Taking responsibility
 Integrity
 Likability
 Competence
 Courage
 Personal Strength
https://www.labourmobility.com/cp-magazine-all-eyes-on-employability/
Graduate Attributes (?)
Stuart Jehan
Strategic Fund Development Manager
The Netherlands

13. Cognitive
Methodological
Social
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Taxonomy of Skills
http://skill-up-project.eu/results-ios/io1/#
 Analytical Thinking
 Foreign Language
 Critical thinking

14. Cognitive
Methodological
Social
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Taxonomy of Skills
http://skill-up-project.eu/results-ios/io1/#
 Learning to learn
 Decision Making
 Self-management
 Results orientation
 Problem-solving
 Digital Skills

15. Cognitive
Methodological
Social
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Taxonomy of Skills
http://skill-up-project.eu/results-ios/io1/#
 Communication and Interpersonal Skills
 Cross cultural and diversity skills
 Conflict Management
 Teamwork
 Coping with change
 Stress management

16. Present Higher Education Scenario

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Higher Education Enrolment and GER
AISHE
2016-17
AISHE
2017-18
AISHE
2018-19
Enrolment 35.7 m 36.6 m 37.4 m
GER 25.2% 25.8% 26.3%
Arts/ Humanities/ Social Sciences 38.0% 36.4% 35.9%
Science 16.7% 17.1% 16.5%
Commerce 14.1% 14.1% 14.1%
Engineering and Technology 14.7% 14.1% 13.5%

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Institutional Data
AISHE
2016-17
AISHE
2017-18
AISHE
2018-19
Number of Colleges 40026 39050 39931
Stand alone Institutions 11669 10011 10725
Universities 864 903 993
Total 52559 49964 51259

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AISHE
2016-17
AISHE
2017-18
AISHE
2018-19
Single Programme Colleges 40.0% 33.8% 34.8%
Colleges with Enrolment
Less than 100 20.0% 18.5% 16.3%
Less than 500 64% 65.2% 64.4%
Above 3000 04.1 %
03.6% 04.0%
Institutional Data

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Institutional Data : Comparison
Parameters India China USA
Gross Enrollment Ratio (GER)
(2018-19)
26.3%
(MHRD)
50.6%
(UNESCO)
89%
Number of Students Enrolled in HE 37.4 m 38.3 m 22 m
Number of HEIs
(Colleges and Universities)
39931
+
10725
2914 4360

21. Issues related to
employability of graduates of HEI

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Issues related to Employability
Outdated Curriculum
Teacher centred Pedagogy
Lack of ICT Integration
Inappropriate Assessment strategies
Inadequate infrastructure
Teachers’ mindset
Students’ mindset

23. NAAC and Employability

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Criterion I: Curricular Aspects (150)
Key Indicator - 1.1 Curriculum Design and Development (50)
1.1.3 Average percentage of courses having focus on
employability/ entrepreneurship/ skill development during
the last five years
Weightage 10
Employability as NAAC Criterion
http://naac.gov.in/images/docs/Manuals/University-Manual-11th-January-2019.pdf

25. Suggestions by Draft National Education Policy

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Institutional Consolidation
Type 1: Equal focus on research and teaching
Type 2: Primary focus on teaching with
significant focus on research
(enrolments between 5,000 and 25,000)
Type 3: Almost exclusive focus on
teaching
Research
Universities
150–300
Teaching Universities
1000-2000
Autonomous degree-granting Colleges
5,000–10,000
All Higher Education Institutions (HEI) to be
consolidated into three types of institutions

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Minimum Requirement
 At least 2 Programmes in Arts and Humanities
 At least 2 Programmes in Science and Mathematics
 At least 1 Programme in Social Science
Higher Education will include Vocational Education, Professional
Education, Teacher Education.
All higher education institutions to become multidisciplinary
institutions, with teaching programmes across disciplines
Multidisciplinary Institutions

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Mission Nalanda
To ensure that there are at
least 100 Type 1 and 500
Type 2 HEIs functioning by
2030, with equitable regional
distribution
Identify existing institutions
that can be developed into
Type 1 or 2
Mission Takshashila
To establish at least one high
quality HEI in every district of
India, with 2 or 3 such HEIs in
bigger districts by 2030.
With residential facilities for
students
Institutional Consolidation: DNEP

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Vocational Education
Workforce in the age-group of 19-24 receiving vocational education
 USA : 52%
 Germany : 75%
 South Korea : 96%
 India : less than 5%
Integrating vocational educational programmes in all educational
institutions (schools, colleges and universities) in a phased
manner over a period of 10 years.

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National Vocational Education Qualification Framework (NVEQF)
(2012), which is now subsumed in the National Skill Qualification
Framework (NSQF), (2013).
The MHRD supports NSQF compliant courses and National
Occupational Standards (NOS) as specified by the Sector Skill
Councils (SSCs).
There are about 22 ministries and departments involved in skill
training.
Vocational Education

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HEIs will offer vocational courses integrated into the
undergraduate education programmes
Appropriate Mechanism for assessment and Recognition of
Prior Learning (RPL) will be developed
National Committee for the Integration of Vocational
Education (NCVIE) will be established
Vocational Education

32. Addressing issues for NextGen

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A makerspace is a physical location
where people gather to share
resources and knowledge, work on
projects, network, and build.
Makerspaces provide tools and
space in a community environment -
a library, community center,
private organization, or campus.
Makerspaces

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 Students take control of their own
learning.
 Students often appreciate the
hands-on use of emerging technologies.
 Enjoy comfortable acquaintance with the
experimentation.
 Provide a physical laboratory for
inquiry-based learning.
Implications for Teaching-Learning
By Naomi Wu - Own work, CC BY-SA 4.0,
https://commons.wikimedia.org/w/index.php?curid=60361759
Makerspaces

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 Outcome based, Credit based
 Revised every three years or less
 Applied Components (Vocational)
 Research Methodology: 12 credits (out of 80)
 Internship: 8 credits (40 days) (National/International)
Case Study: SNDTWU
Curriculum

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 Flipped Learning
 Cooperative Learning
 Blended Learning (Moodle LMS)
 Development of eContent, MOOCs, Online Courses
 Faculty professional development in ICT Integration
 Computer labs with Connectivity
Case Study: SNDTWU
Pedagogy and ICT integration

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 Internal Assessment 50%
 Different ways of Internal assessment suggested
 More time for application based question paper
 Question Bank (Inclusion of more higher order
questions)
Case Study: SNDTWU
Assessment

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Case Study: SNDTWU
 Student Counselling (Educational, Vocational)
 Student Led Conferences
 Career Exhibitions
 2-credit Course in English Language proficiency
Students

39. Prof. Vasudha Kamat
kamatvasudhav@gmail.com
Thank you!!!