Preparing youth for the corporate world

Imparting industry-oriented soft skills among graduates and training them to face online tests and corporate interviews for placements has become a need of the hour

While the youth of Jammu and Kashmir have been doing exceptionally well in every sphere of life and have been proving their mettle by scoring well in their examinations, appearing successfully in national level competitive examinations, securing admissions for higher studies in higher educational institutions of national and international repute, bringing back laurels by excelling in their studies and offering their valuable services in national and multi-national corporations all across the world, yet it has been observed during campus recruitment drives and corporate interviews that a vast majority of our graduates and post-graduates lack some essential soft skills like the skills of problem-solving, critical thinking, effective communication, decision-making, creative thinking, interpersonal relationship, self-awareness, empathy, coping with stressful situations and emotions. Therefore, apart from imparting training to our students in their own streams of knowledge and teaching them curricular contents, we also need to lay equal emphasis upon honing and inculcating soft skills related to confidence-building, time management, self-management, mannerism, ambition, focus, common sense, situational awareness, enthusiasm, optimism and empathy. Not only our higher education institutions but our high schools too need to work on building these soft skills among their students. 

Nowadays corporates are looking for professional, qualified and trained human resource who possess these twenty first century life and work skills including the ability to work with a team in a collaborative, coherent and congenial manner, ability to communicate effectively with colleagues and customers, ability to solve problems and take decisions at the spur of the moment, ability to interact with business partners and other stakeholders professionally, ability to face all hurdles and challenges and complete given assignments well in time. Thus, in addition to the technical, managerial or non-technical tasks assigned to them they need to possess these soft skills in order to be productive, goal-oriented and successful in a sustainable manner. Subject-specific knowledge alone does not suffice in contemporary job markets. Job aspirants need to possesses necessary emotional intelligence and cognitive abilities to work in a multi-member, cross-disciplinary ecosystem that might be ethnically, technically, geographically and culturally distinct and diverse in nature. 

With a view to prepare our students to face the challenges of clearing online tests and appearing in corporate interviews for securing their placements, Centre for Career Planning and Counselling of the University of Kashmir is contemplating to launch a massive upskilling programme for our students in collaboration with Tata Strive (initiative under Tata Trust) - Google Scholarship Certification Programme, Tata Consultancy Services - Youth Employment Programme, Bitwise IT Orientation Programme and Finishing School Skill Development Programme of Mission Youth, J&K. These training programmes will be absolutely free for the students and will be primarily aimed at providing training to our graduates in communication skills, foundational life and work skills, logic, reasoning and cognitive abilities, quantitative aptitude besides other soft skills. Tata Strive in partnership with Google has launched a free skilling program on high demand digital skills for youth that will provide a golden opportunity to them to upskill themselves for gaining more livelihood opportunities in IT industry. This will be in addition to an ongoing Youth Employment Programme run in collaboration with Tata Consultancy Services, Mumbai during which online weekend classes were started last year for engineering students of IoT, Zakura and North Campus, Baramulla. This year this programme will be extended to non-engineering and MCA students of the main and satellite campuses of the University of Kashmir too. Main focus of this programme has been on building communication skills of the students free of any costs. Well qualified, trained and experienced experts are engaged for imparting training to our students under these programmes through virtual platforms. 

Finishing School Skill Upgradation Programme in collaboration with Mission Youth, J&K is also being contemplated for both engineering and non-engineering students of the University of Kashmir and its satellite campuses. Major thrust during this programme will be on building essential language and IT proficiency skills among our graduates. During this programme, sessions will be held on CV writing, profile and capacity building, English speaking, appearing in corporate interviews, opportunities for higher studies and scholarships within and outside India, interpersonal and leadership skills. Ultimate aim is that our graduating youth should be well-equipped to face the challenges of the highly competitive and demanding job markets and should be second to none in securing high-package placements in top-ranking industries. However, this mission cannot be accomplished alone by the Centre for Career Planning and Counselling. Each and every department of the University shall have to participate in these programmes with missionary zeal and enthusiasm. Departments need to rope in experts from their own relevant industries for training their graduates in their related fields of knowledge and expertise. They need to create more opportunities for their students for internships, apprenticeships, industrial visits, exposure tours and hands-on training in their relevant industrial units. 

Under corporate social responsibility (CSR) initiatives many renowned corporate houses are ready to fund such skill enhancement activities at schools, colleges and universities. Only thing needed is the will to approach them with novel and innovative ideas and concrete action plans in these areas for liberal funding. Pertinently, community-based transformational initiatives have been mandated by the Government of India under Corporate Social Responsibility under Section 135 of The Companies Act 2013 for socio-economic development of the society, that makes qualifying Indian companies answerable to the government about their CSR expenditures. All such companies that have a net worth of Rs. 500 crores or more, or an annual turnover of Rs. 1000 crores or more, or generate an annual profit of Rs. 5 crores or more come under the ambit of CSR initiatives that include a wide range of activities for eradicating hunger, poverty and malnutrition, promoting education, gender equality, protection of ecology and environment, protection of national heritage, art and culture etc. In the financial year 2021 as many as 1619 companies listed as CSR contributors in the country spent an amount of Rs. 8828 crores which was much less as compared to a total of 22531 companies spending an amount of Rs. 24688 crores in the year 2019-2020 as a result of COVID-19 outbreak in 2020. Some of the big CSR contributors in India include ITC, Tata Group, Godrej, Infosys, Wipro, Ambuja Cement, Ultratech Cement, Mahindra & Mahindra, Hindustan Lever, Tata Chemicals, Jubilant Life Sciences, Vedanta and Bharat Petroleum Corporation Ltd. 

From the ramparts of Red Fort, Prime Minister of India Sh. Narendra Modi said on August 15, 2014 that “skilling is building a better India. If we have to move India towards development, then skill development should be our mission”, following which a flagship scheme of the Ministry of Skill Development and Entrepreneurship (MSDE) was launched on July 15, 2015 namely “Skill India (Kaushal Bharat, Kushal Bharat) campaign” under the National Skill Development Mission of India that is managed by the National Skills Development Corporation (NSDC) of India with a target of training more than 50 crore people in various skills by the end of this year. Under this banner, a “Soft Skills & Personality Development Online Course” has been designed for improving the soft skills and personality of an individual which is a necessity in today's competitive world. In this program learners are taught various presentation skills, communication skills, team skills, interview skills, leadership skills, time management skills and customer service skills. This course is being conducted by CSC (Common Service Centre), Govt. of India and the certificates are awarded by CSC, Digital India in association with NSDC. Students need to take up these courses as per their own convenience against a nominal fee. Main objective of this skill certification course is to enable a large number of youth to take up industry-relevant skill training that will help them in securing a better livelihood for themselves. Other landmark initiatives of the Govt. of India for skill development include National Policy for Skill Development and Entrepreneurship 2015, Pradhan Mantri Kaushal Vikas Yojana (PMKVY) scheme, Jan Shikshan Sansthan (JSS), National Apprenticeship Promotion Scheme (NAPS), SANKALP, Aspirational Skilling Abhiyan, Rozgar Mela, Indian Institute of Skills (IISs), Skill Loan Scheme etc. 

Last but not the least soft skill training has to be made a part and parcel of the curriculum of each and every programme offered by our colleges and universities. Then only students, teachers and other stakeholders will take it seriously. Since National Education Policy-2020 also aims at preparing all-round, holistically trained and fully empowered multi-disciplinary individuals at our higher educational institutions, it becomes our prime responsibility to offer everything that is needed in the contemporary times by our students. Merely teaching subject-specific content will not suffice to empower them and instil necessary confidence among them for facing the emerging challenges of the global job markets. Therefore, our policy makers need to pool their wisdom in this direction and reframe our curricula paving way for comprehensive skill enhancement and capacity-building of our graduates and post-graduates. NEP-2020 could prove to be an effective guiding framework in that direction. Pertinent to mention that the Skill Development Department of the Govt.  of J&K has already taken a host of initiatives under centrally sponsored schemes (CSS), polytechnic schemes, PPP schemes and Skill Strengthening for Industrial Value Enhancement (STRIVE) scheme for skill enhancement of our youth. University of Kashmir has also taken several initiatives for skill development of students that includes establishment of the Centre for Capacity Building and Skill Development, Centre for Innovation Incubation and Entrepreneurship at IoT, Zakura and the Centre for Career Planning and Counselling and has devised robust policies and plans for sustainable skill enhancement of its students. 

(Author is Director, Centre for Career Planning and Counselling, University of Kashmir)

Building an egalitarian society through education based on universal human values

National Education Policy 2020 envisages to impart value-based education with a view to actualize full human potential required for building an equitable and just society and promoting national development

Happiness essentially implies to be in a state of complete harmony with one’s own self, one’s family, friends, colleagues and society at large and with one’s nature and surroundings as well. Real happiness is achieved only through natural acceptance and continuity of happiness is possible only with synergy and complete harmony at all levels. That alone will yield permanence in happiness rather than temporary excitement that is short-lived and unsustainable. Similarly, pleasure can also be obtained temporarily through favourable sensation, attention and appreciation but cannot be sustained for long. Prosperity is not same as possession of wealth and material goods. Though physical assets are very much required in life, they alone do not suffice for the lasting happiness and prosperity of human beings therefore dependence on physical assets can’t be reliable. Whereas physical needs alone are sufficient for animals they are not sufficient for human beings. Fundamental difference between animals and human beings is that for human beings relationships are as important as physical needs. Happiness and prosperity are the basic human aspirations that need to be sustainable and unless they are long-lasting and sustainable, they cannot be called as happiness or prosperity in real sense. Material gains can bring temporary excitement and joy but not lasting happiness and prosperity which is only possible through complete harmony at all levels. 

In consonance with one of the primary objectives of the National Education Policy 2020 (NEP-2020) that seeks to instil deep-rooted pride in being Indian, not only in thought but also in spirit, intellect and deeds as well as to develop knowledge, skills and values that support responsible commitment towards human rights, sustainable development and  global well-being, All India Council for Technical Education (AICTE) embarked on its journey to develop a comprehensive model curriculum for Universal Human Values (UHVs) that is based on the principles of holistic education aimed at enhancing integrity, dedication, inclusiveness, commitment and harmony among the learners. In its 49th meeting held on 14th March 2017, AICTE approved a mandatory three-week long Student Induction Program (SIP) based on Universal Human Values (UHVs) in order to to prepare newly admitted undergraduate students for the new stage in their life by facilitating a smooth transition from their home and school environment into the college and university environment through various discussions and activities. An appropriate Faculty Development Programme (FDP) was also designed and proposed with a view to prepare the faculty members of colleges and universities for offering this SIP. For this very purpose, AICTE has formed a National Coordination Committee for Student Induction (NCC-IP) and has impressed upon every technical institution of higher education to prepare UHV Faculty in the ratio of 1:20 (1 faculty for every 20 newly admitted students). 

Universal Human Values (UHVs) impart pre-tested and validated foundational skills that are universal, rational, verifiable, all-encompassing and leading to harmony i.e., wellbeing of all. This model has been successfully applied in more than 40 universities in 10 states over the last 17 years and since 2017 all across the nation by AICTE. Holistic, value-based education is required to prepare graduates with desirable attributes that include moral education on values, leading to the development of a holistic and humane world vision; universal human values of truth, love and compassion: Indian constitutional values of justice, liberty, equality and fraternity; human rights, sustainable development and sustainable living as well as global well-being. It is believed that Universal Human Values can lead to a holistic and humane world vision and values in tune with the aspirations articulated in NEP-2020. Earlier the general belief used to be that “values cannot be taught, they are caught”, however, experts in the field are now fully convinced that values can be self-discovered through a continuous process of self-exploration and also that they should not only be taught at home or at the school level but need to be incorporated in the higher education curriculum too. Universal Human Values are based on the premise that overall purpose of education is to enable a human being to live a fulfilling and rewarding life, in complete harmony with oneself and with his family, society and nature. UHV-based education enforces a humane world view, vision and perspective that in turn reinforces human values and culture leading to the development of necessary skills for living with acceptable human conduct and ultimately leading to the emergence of a humane society and civilization. 

As per NEP-2020, main purpose of the education system is to develop good human beings capable of rational thought and action, possessing compassion and empathy, courage and resilience, scientific temper and creative imagination, with sound ethical moorings and values. It aims at producing engaged, productive, and contributing citizens for building an equitable, inclusive, and pluralistic society as envisaged by our Constitution. The UHV effort is a continuation of the age-old tradition of self-inquiry, self-exploration, self-discovery and self-evolution. The full potential of every human being is achieved by reaching the level of human consciousness and ethical human conduct that would result into lasting happiness and prosperity at the individual level. Such individuals will, very naturally, contribute towards the development of a humane society (ensuring well-being of all), which is equitable and just. Attributes of such individuals would include holistic vision of life, socially responsible behaviour, environmentally responsible work, ethical human conduct, having competence and capabilities for maintaining health and hygiene besides appreciation and aspiration for excellence and gratitude for all. UHV seeks to build an equitable and just society in which the well-being of all is assured. The role of education is to facilitate the development of the competence to live with desirable human conduct by ensuring right understanding, right feeling and right set of skills. Unfortunately, our current education system is focussing only on the skills and not really paying attention to values. Instead of the right feeling, unhealthy competition (feeling of opposition) is getting promoted and instead of skills for prosperity, skills for exploitation are getting promoted. 

Three-week long student induction programme (SIP) is intended to prepare newly admitted undergraduate students for the new stage in their life. During this programme students are taught about the fundamental concepts of trust, respect, mutual understanding, competence and team-work. They are taught that trust is the foundation of any relationship that can only be gained with the feeling that the other person wants to make me happy & prosperous. Only when we trust the intentions of other people, we can establish a relationship with them and prepare a joint program with them based on right evaluation of our mutual competence. In case the other person is lacking in competence, I will make a sincere effort to improve his competence level once he is engaged in a professional relationship with me. Further if I lack competence, I will be ready to take help from the other person to improve my competence. I will evaluate the other person on the basis of his competence. I will not assume the lack of competence in the other person to be the lack of trust in him and thus feel opposed to him. Right evaluation with a feeling of trust yields respect whereas under-evaluation, over-evaluation or wrong evaluation brings disrespect. Discrimination and differentiation also bring disrespect whereas the recognition that the other is like me and we are complementary to each other brings mutual respect. The only difference is in our level of understanding. If the other has more understanding, he is more responsible than me and I must be committed to understand from the other. If I have more understanding, I am more responsible than the other and I must be fully committed to facilitate understanding in the other once the other is engaged in a professional relationship with me. 

United National Sustainable Development Goal No. 16 envisages to promote  peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels. In consonance with this SDG, UHVs envisage that for living with a feeling of continuous fulfilment three essential requirements are trust, love and compassion that can only be achieved with the understanding and feeling of relatedness, undividedness, connectedness, coexistence. The right understanding forms the basis of universal human values and facilitates transformation towards a holistic worldview or the ‘human consciousness’. In that sense, this three-week long course is an opportunity to reflect on the need and scope of living in harmony. The target is not just personal transformation, but also the transformation at the societal level. Right understanding provides the basis for a just and humane society. Therefore, it is suggested that all higher education institutions must expose their students, staff and teachers to this Universal Human Values course developed by the AICTE and incorporate it in each and every curriculum too as a three-credit foundation course for all second year (third and fourth semester) students. Only after understanding universal human values (role of human being in existence) can they be in harmony within, and participate meaningfully with other human beings (in family and society) as well as with the rest of nature (the environment, of which s/he is an integral part). So that emphasizes the need for universal human values. Furthermore, moral education in the context of one’s own religion and belief system will also supplement and complement the teaching of UHVs since all religions essentially teach the same values of kindness, compassion, peace, harmony, benevolence, mercy and universal love. 

(This article is based on the learning gained from a five-day online UHV course attended by the author with significant inputs taken from Universal Human Values document prepared by NC-UHV (AICTE) and NCC-IP (AICTE))