Future-proofing graduates

BANK Negara’s findings in its 2018 Annual Report that real monthly salaries for fresh graduates holding a diploma or degree have dipped since 2010 will come as a significant blow to the confidence of Malaysians on the realities of securing jobs in the country. While parents still see the need for tertiary education, the uncertainty of employment, low salaries and volatile economy will be a damper in its value.

The current trend of automation and data exchange in manufacturing technologies, popularly known as Industry 4.0 (IR4.0), will further add to this uncertainty. At present, while unskilled or entry level jobs such as frontline sales and telemarketing may tide things over for those who are unable to secure positions they have studied for, the increase in autonomous machines and smart bots will soon replace the need for human interaction in these fields.

While the economy, political circumstances, digitisation and employers are part of the problem leading to limited opportunities for work and low salaries, the role of tertiary education cannot be overlooked. Institutions of higher learning (HEIs) hold the responsibility for grooming students and preparing them for the workplace, and with employability now a key benchmark of their success, graduate outcomes are as significant as academic excellence, if not more.

HEIs must therefore address the quality of education offered and, more importantly, its relevance to the real world of 21st century work. Outdated curriculum and traditional teaching and learning methods can no longer stand up to the demands of global competition.

HEIs must realise how quickly IR4.0 will change the labour market, understand what employers are looking for, and groom students from as early as their first year to build the competencies that will help them stand out from among their competition.

Three critical shifts must take place if HEIs are to empower their students to thrive in spite of the shrinking employment market. Firstly, industry-academic collaborations are no longer just nice to have; they are a must.

These partnerships can no longer be constrained to the odd career day or internship at the end of a programme. Industry must be included in curriculum development, be central in creating practical learning opportunities throughout a student’s learning journey (above and beyond internships), and engage with faculty to provide insights, feedback and, where possible, even training to keep them abreast of current trends in the workplace.

The second is the learning opportunities offered to students beyond their classrooms. We live in an age where global organisations are ready and willing to be part of the education process. With Microsoft’s Virtual Academy, IBM’s Innovation Centre for Education, and Amazon Web Services Academy, to name a few, today’s tech leaders have crafted programmes that are not only relevant to the needs of IR4.0 but also build the competencies of students while they are still in university.

This enhances the competitiveness of graduates entering the workplace and gives them access to skills and certifications over and above their academic qualifications.

The final shift lies in the way teaching and learning are delivered at HEIs. The smartphone has disrupted the classroom. But rather than seeing it as a distraction, academics must learn to harness the power of information and technology to create dynamic learning experiences.

Videos, blogs and tools such as Microsoft Teams create innovative means to change how modules are delivered, how students are assessed and how groups collaborate on assignments, and teach real communication and critical thinking skills while meeting academic requirements.

Subsequently, technology enables the faculty to closely monitor the progress and challenges of students. Through real-time analytics, lecturers are not only able to determine the level of engagement students have via online learning management systems, but are also able to predict their challenges and create individualised preventive measures to ensure their success.

These shifts, while still in the early stages of reinventing education in Malaysia, are a start in ensuring that HEIs are doing all they can to future proof their students.

With students and their parents still looking to tertiary education as the means to secure their future careers, HEIs must rise to the occasion in determining what can be done better amid the rising tide of economic uncertainty and technological change.

TAN LIN NAH Chief Operating Officer INTI International University & Colleges Subang Jaya