Improving Educational Outcomes

Louder for the people at the back 🎤 Many organisations today seem to have shifted from being institutions that develop great talent to those that primarily seek ready-made talent. This trend overlooks the immense value of individuals who, despite lacking experience, possess a great attitude, commitment, and a team-oriented mindset. These qualities often outweigh the drawbacks of hiring experienced individuals with a fixed and toxic mindset. The best organisations attract talent with their best years ahead of them, focusing on potential rather than past achievements. Let’s be clear this is more about mindset and willingness to learn and unlearn as apposed to age. To realise the incredible potential return, organisations must commit to creating an environment where continuous development is possible. This requires a multi-faceted approach: 1. Robust Training Programmes: Employers should invest in comprehensive training programmes that equip employees with the necessary skills for their roles. This includes on-the-job training, mentorship programmes, online courses, and workshops. 2. Redefining Hiring Criteria: Organisations should revise their hiring criteria to focus more on candidates’ potential and willingness to learn rather than solely on prior experience or formal qualifications. Behavioural interviews, aptitude tests, and probationary periods can help assess a candidate's ability to learn and adapt. 3. Partnerships with Educational Institutions: Companies can collaborate with educational institutions to design curricula that align with industry needs. Apprenticeship programmes, internships, and cooperative education can bridge the gap between academic learning and practical job skills. 4. Lifelong Learning Culture: Encouraging a culture of lifelong learning within organisations is crucial. Employers should provide ongoing education opportunities and support for professional development. This includes continuous skills assessment and access to resources for upskilling and reskilling. 5. Inclusive Recruitment Practices: Employers should implement inclusive recruitment practices that remove biases and barriers. Blind recruitment, diversity quotas, and targeted outreach programmes can help ensure that diverse candidates are given a fair chance. By implementing these measures, organisations can develop a workforce that is adaptable, innovative, and resilient, ensuring sustainable success and growth.

Rethinking Access: What Japan’s Mobile Study Buses Teach Us about Education in India In Japan, there is a grassroots innovation: mobile study buses that traverse neighbourhoods lacking libraries or dedicated study spaces for teens. Equipped with WiFi, books/tables/seating, and staffed by volunteer tutors, these buses offer post-school support - especially for students whose home environment may not afford quiet study or who have working parents. Meanwhile, India’s data reveals a troubling trend: according to official figures, from 2014-15 to 2023-24, the number of government schools dropped by 89,441 (an 8 % decline) while private schools increased by ~42,944. Why this matters: Schools are not just classrooms-they are access points: for mentorship, peer learning, supportive infrastructure, safe environments. A reduction in public school infrastructure can translate into lost opportunity for millions - especially in underserved zones. Claims of being a “Vishwaguru” must be matched with inclusive access and innovative outreach. What we can learn from the mobile-bus model: Deploy mobile learning hubs in areas where built infrastructure is weak. Integrate tutoring, mentoring and peer-group study into community outreach rather than rely solely on brick-and-mortar. Provide quiet spaces, connectivity and resource access to students whose home setups may not allow for focused study. Prioritise equity of access, not just numbers of institutions. For leaders in education, policy & industry: It is time to ask: Are we ensuring our youth have the spaces and resources to learn effectively? How can organisations (public/private/civic) collaborate to bring learning-on-wheels or similar outreach to underserved zones? Can we shift our metrics from “number of schools” to “effective access to learning and mentorship”? I believe: the infrastructure we build today must include mobility, flexibility, and equity. Let’s model systems not just for those who already have access-but for those who don’t. #EducationReform #SkillDevelopment #Mobility #IndiaEducation #InnovationInLearning #Leadership

As high school dual enrollment (DE) continues to grow nationwide, online DE courses are becoming increasingly prevalent accounting for a third of more of DE in some states. In our latest Community College Research Center post, Davis Jenkins and I reflect on findings from our fieldwork research to highlight strategies for expanding access without sacrificing quality: https://lnkd.in/euhfBW9X What's the appeal of online DE? ✅ Increased Access: Online DE addresses logistical challenges, particularly in rural and underserved areas where qualified instructors or transportation options may be limited. ⚠️ However, it's essential to proceed with caution given research indicating that students who take all their courses online may have lower success rates, especially among Black, Hispanic, and low-income students. Factors such as reduced engagement and limited interaction with faculty and peers contribute to these outcomes. In our fieldwork to sites with strong outcomes for DE students, we observed a distinct set of strategies for higher quality synchronous (e.g., live virtual) online courses, described below: 🧑🏫 Structured Support at High Schools Successful programs provide time and space during the school day for students to engage in online courses—using study halls for dedicated time to work on their online courses 👥 In-Person Facilitators High schools assign on-site staff facilitators—often teachers or aides (ideally with subject-matter knowledge)—to guide students, answer questions, and keep them engaged. 💬 Intentional Online Instruction Faculty who foster connection—via introductions, group work, and live discussion—create a much more engaging learning environment than those who rely on static content alone. 🏫 In-Person Touchpoints with Colleges Periodic faculty visits to high schools, plus student trips to college campuses, enrich the online experience and strengthen students' identity as college learners. ⚠️ Note of caution: We remain skeptical of fully asynchronous online dual enrollment, which we've yet to see implemented in a way that actively engages students in learning and thus helps build students’ confidence as college learners. By prioritizing student engagement, high-quality instruction, and thoughtful programmatic design, colleges can help ensure that online DE prepares students for postsecondary success rather than leaving them disengaged and discouraged. Read the full post on CCRC's blog and sign up for an upcoming National Alliance of Concurrent Enrollment Partnerships webinar with more detailed recommendations and examples from the field: https://lnkd.in/euhfBW9X #DualEnrollment #CommunityColleges #OnlineInstruction

I have been thinking a lot about opportunity recently. Who receives it, who does not, and what that means in practice. A new report from University of Oxford and The Sutton Trust brought that into sharp focus for me. One statistic stood out. Across 20 OECD countries, young people whose parents did not go to university are 45% less likely to reach the top 20% of earners. This is true even when they secure a degree themselves. That is difficult to accept. It tells us that talent and hard work are present, but the systems designed to support progression are not reaching the people who need them most. The report also highlights that the countries making the strongest progress on social mobility are not the ones with the highest university participation. They are the ones that invest seriously in vocational pathways, apprenticeships, technical routes and lifelong learning. These systems create multiple points of entry into skilled work and place real value on practical expertise. Meanwhile, countries like the UK and the US still tend to treat university as the only legitimate route into high earning careers. The impact of this is not simply economic. When mobility stalls, people feel that the effort they put in may not change their outcomes. Communities lose confidence. Employers lose a range of perspectives and experiences that strengthen teams. And young people start to believe that their background, rather than their ability, will decide their future. This is why widening access matters to me. People do not need permission to succeed. They need opportunities that are visible, credible and supported. They need the confidence that whichever route they choose, it will be respected and lead somewhere meaningful. If we want a fairer society, it cannot only be about increasing university numbers. It has to be about recognising the value of every pathway that helps someone build a life they are proud of. #SocialMobility #OpportunityForAll #Education #Apprenticeships

South Africa’s youth unemployment rate (Q1 2025) stands at a staggering 62.4% – by far the highest among major economies. Compare this to India (15%), the UK (12.2%), or Japan (3.9%), and the scale of our challenge becomes clear. But the problem isn’t just a “𝐥𝐚𝐜𝐤 𝐨𝐟 𝐣𝐨𝐛𝐬.” 🔗 https://lnkd.in/dNJiTS4A Research shows it’s a 𝐬𝐤𝐢𝐥𝐥𝐬 and 𝐭𝐫𝐚𝐧𝐬𝐢𝐭𝐢𝐨𝐧 crisis: 📌 Habiyaremye (2022) demonstrates that soft skills like problem-solving, networking, and leadership have a greater impact on employability than technical training alone. 🔗 https://lnkd.in/de4eTA_Q 📌 Morsy & Mukasa (2019) highlight widespread skills mismatches, where graduates are overeducated but underskilled for real market needs. 🔗 https://lnkd.in/dr--Mpzg 📌 Öhlmann (2022) and de Jongh et al. (2024) show how race, geography, and lack of social capital leave millions of young South Africans locked out of opportunity. 🔗 https://lnkd.in/dVxPu7Vu 🔗 https://lnkd.in/dzYnWmTR 📌 Ebrahim (2025) finds that employer incentives (e.g., payroll tax credits) can nudge companies to hire youth. 🔗 https://lnkd.in/dmhyEDbp 👉 What does this mean for South Africa’s tertiary education strategy? We must shift from a supply-driven model (producing graduates) to a demand-driven model (producing employable, adaptable talent). That requires: ✅ Embedding work-integrated learning and apprenticeships into every qualification. ✅ Aligning curricula to growth sectors like ICT, advanced manufacturing & green economy. ✅ Elevating TVETs and dual education systems to equal status with universities. ✅ Incentivising entrepreneurship and linking graduates to procurement ecosystems. ✅ Building digital platforms that connect students directly to employers. South Africa’s universities, TVETs, government, and industry must come together to co-create pathways that bridge learning and work. Visual credit: Trade Brains https://lnkd.in/dBQ-8unJ #SouthAfrica #YouthUnemployment #HigherEducation #SkillsDevelopment #TVET #FutureOfWork #PolicyReform #InclusiveGrowth

The use of standardized tests like the SAT and ACT in admissions for higher education has been controversial for years. It is legitimate to ask — as critics have — whether these tests are a reliable measure of the test-taker’s aptitude in a world beyond test-taking. It’s equally legitimate to scrutinize any possible biases that might favor certain groups or backgrounds. It’s also fair to worry about the toll that the pressure of standardized test taking places on the overall mental health of students. It’s no surprise that many colleges and universities moved away from standardized testing requirements — a trend that was accelerated when the COVID pandemic made sitting for tests impossible. That’s why I was so interested to see my alma mater, Dartmouth College, recently decide to go in the opposite direction and re-institute the SAT/ACT requirement that was suspended in June 2020 — the first school in the Ivy League to reverse course. Dartmouth’s President Sian Leah Beilock tasked a group of faculty researchers to examine the evidence. That group did the hard work to carefully assess years of admissions decisions and student outcomes and showed two important findings: 1) SAT scores do in fact have predictive value for student success; and 2) An admissions system that requires SAT scores as part of the application package can — under the right conditions of a holistic evaluation that assesses scores in the context of the high school population from which an applicant comes — have significant advantages for under-represented groups. The university then explained its decision in simple and transparent language and made the underlying study available for scientific scrutiny (which I’ve linked to below). When the data indicated that the school’s optional-testing policy no longer worked in the way it was intended, Dartmouth and President Beilock chose to buck the status quo. In today’s environment, taking a stance requires more than data alone — it takes courage and leadership. Read more: https://lnkd.in/gCjR_bMM

14 Years of schooling + 3 years of college = 17 years of life! What have we learnt? 💰Lakhs of rupees invested! (Or should I just use the word “poured”?) 💰 And yet, NO CLUE OF WHAT TO DO IN LIFE! 🇮🇳India has the youngest population! It's concerning that many emerge without a clear direction! 🚨 What are we teaching? How are we teaching? 📉 Despite being the fastest-growing economy, our education system is falling short! OUR EDUCATION SYSTEM IS IRRELEVANT! ❌What’s wrong? 👎Rote learning dominates, stifling critical thinking and innovation. 👎Exam-centric culture breeds immense pressure, neglecting holistic development. 👎Creativity often takes a backseat to academic rigor. 👎The curriculum fails to adapt to real-world needs and advancements. 👎Disparities in education quality widen socio-economic gaps. 👎Success is narrowly defined by academic scores, ignoring diverse talents. 👎Vocational training opportunities remain insufficient for workforce readiness. ✅What can we possibly do about it? 💡Prioritize critical thinking over rote learning to foster innovation. 💡Balance assessments with project-based evaluations for holistic development. 💡Integrate arts and creativity into the curriculum to nurture diverse talents. 💡Update curriculum to align with modern needs and global trends. 💡Invest in rural education to bridge socio-economic disparities. 💡Recognize and reward diverse skills beyond academic achievements. 💡Expand vocational training to provide diverse career pathways. 🚀How else do you think this gap can be bridged? Let me know in the comments below!👇 #career #education #growth

The Inconvenient Truth About Education Elite educational institutions often present themselves as neutral pathways to opportunity, yet their underlying structures tend to reproduce existing social and economic hierarchies. The dominant meritocratic narrative suggests that access is determined by talent and effort. In reality, access is shaped long before admissions by early exposure to enriched learning environments, private tutoring, and high‑quality preparatory schools. These advantages correlate strongly with household income and parental educational attainment. As a result, admissions processes frequently reward accumulated privilege rather than isolate innate ability. Entrance examinations are widely regarded as objective assessments, but they largely measure the long‑term effects of unequal resource distribution. By the time students reach the testing stage, disparities in nutrition, literacy development, school quality, and parental availability have already influenced their academic trajectories. The exam functions as a symbolic equalizer that obscures the structural inequities embedded in the educational pipeline. Policymakers often rely on this symbolism to justify existing systems, despite consistent evidence that opportunity gaps emerge years before formal schooling begins. For individuals who succeed within this architecture, achievement reflects both genuine effort and the presence of enabling conditions that many students never experience. These conditions include stable households, functional schools, psychological safety, and access to mentors who can translate potential into performance. Many equally capable individuals are excluded from the competition long before selection occurs. Their absence is not a reflection of lower ability but of systemic barriers that restrict participation. A policy‑informed response requires interventions across multiple stages of the educational pipeline. Early childhood programs must be expanded to ensure that foundational skills are not determined by socioeconomic status. Public investment in teacher quality, school infrastructure, and community‑based learning resources can reduce disparities in basic education. Admissions processes should incorporate contextual indicators that recognize structural disadvantage rather than relying solely on standardized tests. Targeted scholarships, mentoring programs, and bridge curricula can support high‑potential students who lack preparatory advantages. Without such reforms, elite education will continue to reproduce inequality while maintaining the appearance of fairness.

📜 India doesn’t need more universities. It needs universities that matter. As we race to meet GER targets and NEP goals, here’s a reality check:  🏛️ Policy reform is not about quantity—it’s about quality, capability, and culture. Here’s what transformative policy in higher education should focus on: 1. Learning Outcomes > Curriculum Lists  If policies don’t incentivize critical thinking, creativity, and collaboration, they’re just PDFs. 2. Faculty First. Always. You can’t legislate excellence. You invest in it.  We need policies that reward research, fund development, and protect academic freedom. 3. Degrees Must Mean Something A degree without skill is a debt.  We must redesign assessments to reflect thinking, not rote memory. 4. Universities as Ecosystems, Not Exam Centers Policy must encourage experiential learning, industry interface, peer learning, and social immersion. That’s where real education lives. 5. Regulation with Trust Micro-management breeds mediocrity.  Autonomy + accountability is the future. India is not just preparing for the demographic dividend.  It’s preparing to lead the knowledge economy. But without bold, empathetic, and future-ready policy…  🎓 we’ll produce graduates who are qualified—yet unprepared. 💬 What one policy change would you make to transform higher education in India? #HigherEducation #PolicyMatters #NEP2020 #UniversityReform #IndiaEducation #EdLeadership #AcademicPolicy #FutureOfLearning #ResearchInIndia #FacultyDevelopment #StudentSuccess #ThoughtLeadership #ProfSeema

For over a century, the core of our education system has been built on a simple premise: knowledge transfer.    The teacher has the information, and the student's job is to acquire and retain it.    The age of AI is rendering that model obsolete overnight.   When every student has access to a tool that can instantly summarize complex theories, write elegant prose, and solve difficult equations, the value of simple knowledge retention plummets.    The debate over banning these tools in classrooms completely misses the point. It’s like trying to ban the calculator in the 1980s.   The real, far more urgent question is: What is school for, when the answers to everything are instantaneous?   💡 Critical Thinking & Discernment: The ability to evaluate the information AI provides, spot biases, and separate signal from noise.   💡 Creative Synthesis: The art of connecting disparate ideas in novel ways to create something entirely new.   💡 Ethical Reasoning: The wisdom to wield these powerful tools responsibly and with integrity.   💡 Incisive Questioning: The skill of formulating the perfect prompt or inquiry that unlocks a deeper level of insight.   We are moving from a world that rewards knowing the answer to a world that rewards knowing what question to ask.    Our challenge as leaders and parents is to redesign our educational framework. We must cultivate a generation of critical, creative, and ethical thinkers who see AI as a catalyst for deeper learning and innovation.