The SPARK model of a flexible learning ecosystem facilitating lifelong learning

I presented my thought paper and the SPARK model of lifelong learning at the Future of Learning 2020 conference held in Bangalore on Jan 3-4, 2020. You can view the full paper here, download the paper from here and access the presentation slides here. Welcome your thoughts. #lifelonglearning #industry4_0 #futureofwork #futureoflearning #continouslearning 

Lifelong learning (LLL) needs an ecosystem to encourage and motivate the learner to regularly undertake the learning journey. The approach should be flexible enough to handle diverse demands and individual needs. Labour market insights along with vocational guidance are extremely essential. The learner needs support through the transition. This is possible only with a coordinated effort driven by the government and involving the community, facilitators (training institutes and Higher Education (HE) providers), and industry with the learner at the centre.

The three salient concepts of the SPARK model include: jobs prediction that adds purpose to the learning, information (content) at no charge but practicals/internships (certification) for a fee, and counseling to handhold and guide the learner through the process.

The SPARK model incorporates multiple components and stakeholders of the existing ecosystem to make LLL successful and productive for the learner and the other stakeholders and can be applied to the entire workforce across the spectrum (both blue collar and white collar workers).

Operational Model

1. The learner makes a commitment to learn by investing her time, effort and funds. Hence it is necessary for the learning to be impactful and this is possible if the probability of securing a job improves after completing the programme. Hence, the first step is to make a rough prediction of the job opportunities in the near future and the skills needed in the next 3-5 years and the available jobs based on the current job requirements, developments in technology and the like.
2. In order to make this prediction, all job requirements of the industry, government organisations and other employers should be shared with a central entity. Only metadata is needed. This metadata could also be directly pulled from the postings made on job portals, company websites, and such other sources and also from job fairs.
3. AI/ML technologies will parse this data to develop the skills map for the current requirements and make a prediction of the skills needed in the future. A percentage figure of the prediction working out could also be provided. This would help the learner make an informed decision.
4. The learning pathways with measurable outcomes for particular skill profiles would be worked out in consultation with academia and industry. They will be and approved and endorsed by a reputed body, company or facilitator. The pathways would be credits-based with flexible learning modules and periodic assessments. They would be designed keeping in mind the learner’s work experience, current career profile (early career or mid career), age and such other aspects. The majority of the pathways on the learning marketplace will be of short duration wherein the learner could complete them in 3 to 6 months and definitely within a year. The learning pathway will necessarily be a combination of theory and practicals and could also include micro-credentials and industry certifications.

• The theory sessions will be delivered in the online mode similar to the MOOCs model (An assumption being made here is that learners will have the digital skills, access to broadband/4G connectivity, and the infrastructure – smart phone or computer – to access and consume learning content online). There will be graded assessments during the duration of the programme. The online modules help the learner absorb the theory at her own pace and convenience. Alternatively, theory classes could be delivered in physical classroom mode.
• Practical and hands-on experience will be given in the form of an apprenticeship or internship or capstone project that has to be completed under the supervision of a facilitator or expert. This will either be in the current company or at the future company that could absorb the learner once she clears the programme or at a training/HE provider with industry tie-ups. In most cases this will be in the physical mode. In some cases the assignment could be completed through remote proctoring. Industry skill certification from ITIs, industry bodies and reputed organisations could also be included as part of the learning pathway.

5.     Digital profile – The learner will create her digital profile on the portal. This will be much more than an online resume with her skills being endorsed and validated by other accredited experts and organisations. The learner could also take up remotely proctored aptitude tests or physical competency evaluations (for vocational skills) and add these badges to her profile. Her academic degrees, industry certifications and micro-credentials will be validated using blockchain/DLT technology.

6.     Particular career paths will be suggested to the learner based on her experience, competency and background. The system will identify the skill gap the learner needs to overcome in order to achieve mastery in that career.

7.     While evaluating the possible career options, the learner is free to reach out to a tele-counsellor for vocational guidance and expert advice. The tele-counsellor would be an expert in the particular domain improving the effectiveness of the counseling. The tele-counsellor will review and assess the learner’s background and abilities, combine it with her understanding of the job market and counsel the learner on the most appropriate course of action.

8.     Once the learner decides on a particular career path, the system will suggest different learning pathways. These learning pathways would be from different organisations and facilitator/industry combination. The learner could again reach out to the tele-counsellor for help in selecting the learning pathway.

9.     During the learning, the learner could reach out to the broader community for help on specific technical topics related to the particular career. If the learner needs specific one-on-one help, she could reach out to particular subject matter experts (SMEs) and tutors online. Ratings of the facilitators, SMEs and tutors by other learners will be available to the learner helping her make an informed decision.

10. On successful completion of the internship and training, the learner will be awarded the certification and can apply for relevant job openings or may get absorbed into the workforce of the company where she completed her internship or she could start off on her own.

Funding

There are multiple costs involved in creating the SPARK ecosystem.

1. Creating, maintaining and managing the AI driven skills/jobs prediction engine
2. Creating and managing the learning marketplace
3. Development of the theoretical training modules and online learning content
4. On-boarding, training and employing tele-counsellors
5. Providing apprenticeships and internships
6. Effort put in by facilitators or industry experts

The scale of the challenge mandates that the SPARK LLL ecosystem be driven by the government. However, given India’s limited financial resources it may not be possible for the government to finance the entire initiative. Parts of the ecosystem will have to be funded by different stakeholders or a combination of stakeholders.

A part of the learning ecosystem should be offered free and a part of it should be chargeable. The theoretical component of the course should be free and the practical component (internship or apprenticeship) should be paid.

The government should provide the platform, counselling and the theoretical content of the LLL programme. Industry and HE facilitators/educators should be involved in developing and supporting the practical component.

The learner should pay, even if subsidized, for her learning. This subsidised charge will ensure involvement and commitment from the learner.

Various financing options including soft loans could be explored for the learner. The subsidy to the learner could be given in the form of learning vouchers. The value of vouchers given to learner could vary based on their background and the programme. The learner could use these voucher for a couple of hours of tele-counselling or for a few sessions of expert advice or for the apprenticeship and getting the certification.

The possible sharing of expenses for the entire LLL initiative may work out in the ratio of 40:20:20:20 between Centre : State : Industry : Learner. (The cost estimate and possible sharing ratio needs further study and detailing). Industry could be allowed to use CSR funds for the LLL initiative (ILO, 2018).

Potential revenue streams: The learners’ database will be of great marketing value and a revenue earner. The huge amount of website traffic will result in significant advertising opportunity and revenues. This could be leveraged in a manner similar to Indian Railway Catering and Tourism Corporation (IRCTC).

Role of Stakeholders

Lifelong learning will become an effective reality only with the active participation and seamless coordination between all stakeholders. The agencies will have to reach out to and engage with the learners through multiple modes and at multiple location – through the community, facilitator, current employer, and online forums.

The government should take the lead and create the ecosystem and the governance model, the industry should co-create the LLL programmes, engage the learner and provide apprenticeship opportunities, the HE facilitator/educator should provide the academic inputs and quality infrastructure and the community (trade unions, worker organisations, NGOs) should support, motivate and encourage the learner.

A.   Government

The government has to play its key role in conceiving, facilitating and building momentum for LLL. It is the only stakeholder with an outsized ability and the means to influence other stakeholders through financial and non-financial incentives to kickstart the LLL initiative. It should identify a single entity to drive lifelong learning and should ensure that its various departments work in close coordination with each other. It should create the environment, the tools and the platform for LLL. The government should work with financial institutions to make soft loans and micro-finance available to the learners.

Policy makers should work with facilitators and industry to prioritise skills to be acquired at the end of each LLL pathway. Monitoring and evaluations of programmes with follow up studies should be conducted to meet the objectives of LLL. LLL policies should be linked up with community and industry needs. Programmes and funding should be targetted to meet the needs of the most disadvantaged.

B.    Industry

Industry should actively work with the government and facilitators to realise LLL for their workforce. A skilled and ready workforce is in their interest both as productive employees and eager consumers. They should share their job requirements, define the learning pathways and target outcomes, give regular industry inputs to the tele-counsellors, provide internship opportunities to the learners, and actively work to raise the effectiveness of the LLL programmes.

C.    Facilitator – Training institute or HE provider

Facilitators should contribute through initial and continuous training of the educators, research into LLL, and the provision of community learning opportunities. They should be more active in conducting short-term training programmes, workshops, seminars, summer schools, etc. for various target groups to upgrade knowledge in respective fields. Better HE environments should be created in order to contribute to higher quality in education and knowledge department. Departments of Lifelong Learning and Extension should be moved from the periphery to the centre stage to play a major role in the development of human resources in the area of LLL. Academia should actively reach out to and closely work with industry to retrain their workforce. Facilitators should actively reach out to and engage with the learners and motivate them to join LLL programmes.

D.   Community

The community plays a very important role in inculcating the right learning attitude in society. Learners with bad learning experiences are most likely to avoid relearning or to give up midway even if they take it up. Such learners need extra care and encouragement. Trade unions and worker organisations should actively reach out to retrenched workers and help them adjust to the new reality of lifelong learning. The community can play an active role in creating the right non-financial incentives like recognising adult learners who bravely took up the challenge and successfully completed the transition to a new career. This will motivate others to do the same.

E.    Learner

Though the learner is the central element of LLL, she is the recipient of the LLL programme. She should approach LLL with a great attitude, create a positive vibe in the community and encourage others to open up to LLL.

Challenges

The SPARK model may have some inherent challenges and biases.

1. Most of the jobs data on websites and job portals are for white collar jobs. Hence the jobs input could be skewed towards white-collar openings.
2. Blue collar jobs are communicated through word-of-mouth, referrals and other informal/casual means and these may not be captured.
3. The learner is expected to have digital accessibility – internet, smartphone/PC, etc. Those at the bottom of the pyramid might find this a challenging obstacle to overcome.
4. The learner is expected to have basic skills – numeracy, digital skills, communication, teamwork, etc. Those with poor school education experience could find this difficult.

Conclusion

Industry 4.0 with its rapid churn of available careers and required skills necessitates lifelong learning. A comprehensive approach at the policy level with coordination between multiple government departments is urgently needed to develop a nation-wide momentum for lifelong learning. Government, community, facilitators and industry have to work together in close coordination to guide the workforce through lifelong learning and reskill them for the jobs of tomorrow.

Technology and tools exist to make lifelong learning possible. The right policies and a nurturing ecosystem can give an impetus to lifelong learning. A limited experiment in sectors and regions with the highest retrenchment in absolute numbers (e.g. auto sector in Pune or hosiery industry in Tiruppur) can be initiated. The model can be updated with the learnings from this experiment and rolled-out across the country. It is imperative for India to take immediate and concrete steps for lifelong learning and harvest its demographic dividend before time runs out.