What are some of the key shortcomings of traditional academic models in equipping students with industry-relevant skills, and how can skill-based learning bridge this disconnect?
The traditional education system has mainly been theory-based. There are three aspects to education that needs to be changed – the nature of knowledge, the second is the pedagogy, and the third is the content. As education was primarily theoretical, the inclusion of practical aspects was almost negligible. When you look at pedagogy from the perspective of the faculty, they come from traditional institutions, so there is a paradigm shift for them. Since they need to adapt to changing times, for them it is a big challenge to adapt to this changing pedagogy. The third aspect – the content – is actually developing the curriculum to deliver this kind of education. Skill-based learning can bridge this disconnect because I think at the end of the day, broadly speaking, you need a workforce that is able to understand the new technologies. With the advent of AI, even the students of humanities need to know how to crawl the internet, do data mining and analyse the business. The future workforce must be capable of being able to respond to the needs of the industry, and the academic models must rise to the occasion.
In your perspective, what characteristics define a “job-ready” graduate today, particularly in the context of rural or semi-urban India?
In today’s time a job-ready graduate is somebody who is multi-skilled. Being competent in one core area is just not enough anymore. Say, for example, engineering students from different branches, such as mechanical or civil, might have core technical skills, but they also need to be proficient with computers. This skill enables them to design, estimate, simulate and even test the products digitally. Thus, multiple skills will be required in the future for them to be engaged in the market force as soon as they pass out.
What are the major hurdles universities face when trying to embed real-world, industry-aligned skills into their academic programmes?
While preparing the students for the future is the responsibility of the universities, we face multiple challenges in this. Even as a new curriculum is being devised keeping in mind the needs of the future, it is crucial to have a faculty that is able to adapt to the changing scenario and pedagogy. Extensive training for teachers is required. Moreover, industry collaboration is also a key step in the direction to make our education more practical and skill-based. This enables students to deal with real-time problems, address them and work upon the solutions. Such students will be able to easily transition from universities as graduates to becoming assets in the workforce. However, such collaborations are rare, and there must be more such endeavours. Interestingly, industries have also realised the potential for such collaborations, and we see more long-term paid internships culminating into job opportunities later on. This will also help to overcome the shortcomings of the daily programme delivery at the university level and give the students a leverage.
Why should sustainability efforts on campus be student-led and deeply rooted in the local community’s needs and context?
I believe that sustainability should be at the core of education instead of just being student-led. Students’ efforts, faculty’s guidance, and the policy of the university should all culminate towards sustainability, keeping in mind that we only have one earth and we won’t be doing it justice if we don’t look for eco-friendly solutions. While the older generation thinks of sustainability in different ways, the newer one is the future, and they can only take action if they are exposed to sustainability solutions. Too little is being done right now, and it is not enough. Universities can embed sustainability in the curriculum itself. An electrical engineering student should be taught about conservation of power, usage of renewable energy and creating more solutions than the ones that are already available. Students studying agriculture should be able to learn the alternatives to pesticides and fertilisers and look at farming from the perspective of conserving and recycling water. Also, the local community can be engaged, and students can learn indigenous ways to find solutions. But getting this engagement will also require a lot of effort from the government. This holistic approach that is not limited to the campus but goes to the community and society at large will enable universities to look at education in a more inclusive way.
How can students become active agents in promoting and implementing environmentally responsible practices both on campus and in their future workplaces?
The universities must look at creating models that demonstrate sustainability within the university that can be replicated later on. As they see how sustainable solutions work, gain hands-on knowledge of the working of the systems, and apply this knowledge later on, students will themselves become agents of the environment who are sensitive towards the needs of the planet. Rather than abstract knowledge, where students have to imagine the outcome, they will see the results of every effort. Centurion University uses solar energy to light up the campus. It is a very good example for the students to replicate wherever they go. We also have an e-vehicle manufacturing setup here on campus. These EVs are being used for various purposes, from golf carts to waste management vehicles to even being utilised in hospitals. We also have a rainwater harvesting plant where students see firsthand how water can be conserved. They can later replicate it in their homes or offices they create. This exposure enables students to see the potential and implement it with innovative ideas.
What are some practical ways universities can transform their campuses into living laboratories for clean energy and biodiversity conservation?
Like I said, universities must showcase to the students with examples how a small difference can make a big impact. We are recycling our plastic waste, creating innovative products such as mats with it. When we talk about biodiversity conservation, there are so many things you can do. Firstly, with extensive plantations, you can develop micro forests, which are now becoming increasingly popular in urban areas. You can also have vertical gardens, hydroponics, and aquaponics. A beautiful butterfly garden, a pollinators’ paradise can also be created along with bee boxes. This way universities can showcase how theoretical concepts can be turned into practical solutions. It also negates the mindset that biodiversity conservation solutions are time-consuming or require a lot of effort. Students also learn about entrepreneurship, as they can start a business for vermicompost, something that they have seen firsthand on their campus.
What opportunities and obstacles come with introducing applied, high-tech projects like electric vehicle (EV) manufacturing into a university curriculum?
The biggest hurdle for creating an EV manufacturing unit for a university has to be the resources. Whether it is infrastructure or financial resources or regulatory requirements, everything needs to be in order. Also, for such a project, we are not just demonstrating how to start an EV manufacturing unit but also guiding our students to take it to the level of commercial production. When an alumnus came up to us to start the EV unit, we provided him with space, faculty guided them, and today our EV unit alone has a turnover of Rs 10 crores. With time this incubated unit has now shifted into a bigger space for commercial production. The constant mentoring, connecting them with the right market and diversifying production has helped them a lot. Today they are producing golf carts, trash carts, and passenger carts, designing different designs for different needs such as warehouses and hospitals, and executing them with finesse. It requires a whole range of skills. As students get exposed to so much, they also start thinking innovatively and create further solutions. And with the right mentoring, the sky is the limit.
How can interdisciplinary collaboration across departments enhance the effectiveness of skill-based and sustainability-orientated education models?
Any business is majorly a collaborative effort. Introducing interdisciplinary collaboration will only help the efforts of the university. Say, for example, the EV manufacturing unit can collaborate with the law school to understand the legalities around the process right from manufacturing to selling them. They can also collaborate with the business school to market the product and increase the reach to a larger consumer base. Such collaborations will become a better learning experience for students, giving them opportunities in different fields, enabling them to have a broader view of the world they are about to step into.
