Coming of Age in the 4th Industrial Age:

Coming of Age in the 4th Industrial Age :

The India of the 21st century will be one that is in conformity with our ancient values as well as compliant with the Fourth Industrial Revolution. There is no dichotomy there, no question of choice. We must combine tradition and technology, the wisdom of an age-old Bharat and the science of a contemporary India,” said the President Ram Nath Kovind in his very first speech as President.
Almost every other day we realise that we are living in a VUCA world that is volatile, uncertain, complex and ambiguous, and change is happening at an exponential pace.
The success mantras of the earlier decades do not work any more, and we must navigate our way to prosperity and happiness in completely new ways.

In January 2016, at the World Economic Forum in Davos, Prof. Klaus Schwab drew attention to the fact that we are now witnessing the arrival of the 4th Industrial revolution which is a fusion of the Physical, Biological and Information world opening up great opportunities and perhaps greater challenges.
Across the world, States, countries and regions are addressing the need to be future ready with or without the explicit mention of Industry 4.0 or the 4th Industrial Age.

Here is a link to my TEDx talk on ‘ Education in the 4th Industrial Age’:
Some well known initiatives in being future ready are:
1: Future ready Massachusetts:
2: Future ready Singapore:
3: UAE has just created a council to supervise the nation’s industrial Renaissance based on advanced technologies :

4: In Vietnam, the Prime Minister is leading an initiative by asking all central agencies and local administrations nationwide to focus efforts on preparing Human Resources and infrastructure development

5: And the newly elected President of South Korea had this as one of his electoral promises :

It is therefore desirable that a group of enlightened forward thinking educators takes a pro-active role to create and implement a plan to benefit from the potential of the 4th Industrial Age, by creating a suitably equipped youth to drive our demographic dividend with their knowledge and skills that are driving the new age of big data, Blockchains and Machine Intelligence.

This is a program directed at the young (both boys and girls) who are coming of age (turning 18) in the years to come. We are aiming at the age group of 18+-2, that is from 16 years to 20 years, that can be pursued concurrently while students are in the last years of their secondary education or the initial years of their tertiary programs.
A quarter of India’s 1.25 billion people are younger than 15, and every month, until 2030, nearly a million Indians will turn 18, raring for more education and employment prospects.
This is about the same age group that pursues the International Baccalaureate Diploma Program, the A levels and the Senior Secondary stage of the CBSE and other State Boards. Younger persons may not be able to benefit from the program, although students in post-secondary courses (general BA, BSc, BCom or Professional courses such as Engineering, Medicine or Law) would find this program helpful in preparing them for their future. There is really no upper age limit for an enquiring mind with the disposition of a life-long learner.
Following the huge success of MOOCs in the last few years, and our own experience with running a MOOC for more than a thousand learners across more than 20 countries a few years ago, we realised that the future of learning is through mobile first and later wearable devices.
These aspiring young minds need shaping and development to flourish thrive and prosper in the emerging knowledge and innovation economy for which the UGC-AICTE combination is woefully inadequate. Recent newspaper reports suggest that on the average IITs have on the average 40% shortage in their sanctioned faculty strengths. The other Engineering Institutions don’t count, as almost one third of them have been able to get AICTE approval with forged documents, and upto 95% engineering graduates have no coding skills. In an age when in many countries all school children are bring given exposure to coding and Computational Thinking, the learners and their parents have to take charge of their non-traumatic migration to the 4th Industrial Age.
The big question is ‘what does it mean to come of employable age’ in a decade of disruptive technologies and the Gig economy. The workplace is changing rapidly and consequently the future employer will have to demonstrate a transformation from being a ‘knowledge’ worker to a ‘ learning worker’.

The IITs were created in the 1960s and provided access to great experimental facilities and enabling access to computers were able to produce graduates who could benefit from the 3rd Industrial Age of the 1970s.
India benefitted from the establishment of the IITs in the 1960s (the first set of B.Tech graduates from IIT Kanpur came out in 1965) and its products were ready to benefit from the 3rd Industrial revolution. IIT Kanpur in turn benefitted from the KIAP program supported by a consortium of nine US universities (namely M.I.T, University of California, Berkeley, California Institute of Technology, Princeton University, Carnegie Institute of Technology, University of Michigan, Ohio State University, Case Institute of Technology and Purdue University) that helped set up IIT Kanpur’s research laboratories and academic programmes.
Likewise the IIT in Delhi benefitted from UK collaboration, the IIT in Madras from German and the IIT in Bombay was supported by the USSR.
There is a tragic mismatch between our 2nd Industrial Age system of formal education and the dire needs and pressing problems our students face. As we enter the 4th Industrial Age, we are moving rapidly from an information scarce society to an information abundant society where the individual is overloaded with too much information.
There is no Institution that is by design responding to the need for preparation of the youth for the 4th Industrial Age. We have therefore created one possible pathway which can be pursued by any learner concurrently with any traditional post secondary education programme: General Science, Liberal Arts, Engineering, Architecture, Medical, Law or a Professional like Chartered Accountant or Company Secretary.
To provide a convenient model of pursuing these without any conflict with the other programs being pursued by a learner, these programs are offered through Mobile Smart phones, and using WhatsApp as the communication tool.
Our program comprises 4 clusters of 4 one week long courses each. Each cluster may therefore be seen as a 4 week long MOOC. The entire program can be transacted over 4 months at a stretch or over a longer period, by suitably aligning to other constraints of time.
We propose to describe our programs as mobi-MOOCs
The future envisages providing everyone who wants to learn with an opportunity to learn, at affordable costs, and MOOCs have amply demonstrated that this is the way forward. So a model that is gaining ground is for learners to adopt MOOCs as a low cost global flexible solution to massify tertiary education.
Apart from the well-known initiatives such as Coursera, edX, FutureLearn and many others, in India the MHRD has taken an initiative named SWAYAM which stands for Study Web of Active Learning by Young and Aspiring Minds.
However, with all the availability of a huge quantity of high quality learning materials as MOOCs, the pursuit of MOOCs by the age-appropriate learners has been rather low, while MOOCs have been actively pursued by experienced professionals for updating their knowledge.
In addition to MOOCs based alternatives to traditional courses, if we have to prosper and flourish in the 4th Industrial Revolution, we must develop competencies that assure ‘future readiness’. According to ‘The Future of Jobs’ report, which is a 167 page document released by the World Economic Forum in January 2016, {} with the sub-title ‘Employment, Skills and workforce strategy for the fourth Industrial Revolution’, there is a list of 35 core work-related abilities and skills organised as 9 clusters.

If this program is pursued sequentially, and without a break, the program can be completed in 4 months. With some slack, it can be done in 6 months.
Cluster 1: Learning is earning
MMP01: Become a lifelong learner
MMP02: Time Management for the youth
MMP03: Learning from Mobile Apps and MOOCs
MMP04: Financial Acumen

Cluster 2: Emerging Technologies
MMP05: Big Data : the Big picture
MMP06: Blockchain : Demystified
MMP07: Making sense of Artificial Intelligence
MMP08: Quantum Computing ( a Primer)

Cluster 3: Complex Problem Solving
MMP09: Creative Intelligence
MMP10: Critical Reasoning
MMP11: Mathematical Modelling
MMP12: Computational Thinking

Cluster 4: Being human ?
MMP13: Homo Sapiens : a primer on human evolution
MMP14: Ethics and Values
MMP15: Finding meaning and purpose in your life
MMP16: The future of work

The 4 clusters prepare a young person in the 6 dimensions of lifelong learning : learning, earning, time optimisation, new technologies, Problem Solving skills and achieving one’s full potential as a human being.
Lifelong learning is part of Goal 4 of the Sustainable Development Goals of the UNESCO, which come in force in January 2016.
The WhatsApp posts comprise both curated and created content. WhatsApp is available across both the major mobile platforms : iOS and Android. The model provides for flexibility in learning as learners can read and respond to a given post in their own time ( a-synchronous learning); and also raise questions as they occur.

The model combines both personalisation as well as social learning.
The influence of these courses would be in transforming the learners to become autonomous self-directed lifelong learners, capable of complex Problem Solving and with a growth mindset.

To know more about this innovative program, please send an e-mail to


Earning by Learning
Earning by Learning :

This cluster comprises 4 courses as follows :

MMP01: Become a lifelong learner
MMP02: Time Management for the youth
MMP03:Learning from Mobile Apps and MOOCs
MMP04: Financial Acumen

To enrol for any of these courses please send a mail to

The detailed structure of the courses:

MMP 01: Become a lifelong learner:

Day 1: The importance of becoming a lifelong learner
1.1: Why lifelong learning is so important now?
1.2: UNESCO on lifelong learning
1.3: Lifelong learning for career success
1.4: Lifelong learning in an era of increasing longevity
1.5: Well known and successful lifelong learners

Day 2: Attributes of a lifelong learner
2.1: The habit of reading
2.2: Knowing what to learn?
2.3: Expanding the definition of learning
2.4: The characteristics of a lifelong learner
2.5: Grit, perseverance and a growth mindset

Day 3: Steps to becoming a lifelong learner
3.1: Become a more curious person. Ask questions.
3.2: The do’s of lifelong learning
3.3: The don’ts for lifelong learning
3.4: The journey to lifelong learning
3.5: The future of work

Day 4: Improving your lifelong learning abilities
4.1: What is worth Learning?
4.2: Learning at different stages of life
4.3: Applying what you learn
4.4: The Feynman technique for learning
4.5: Making learning stick

Day 5: How to learn anything?
5.1: Learning how to learn
5.2: Strategy and Plan for learning anything new
5.3: Learning resources on the Internet
5.4: Using YouTube for learning
5.5: Learning from Apps and MOOCs

MMP02: Time Management for the youth :
Module 1: Understanding Time
1.1: Attitude towards time, Value of time
1.2: Why Time Management, Work life balance ,Symptoms of poor time management
1.3: Time Wasters
Module 2: Process of Time management-1
2.1: Focus, Defining goals
2.2: Time Log
2.3: To Do List, Procrastination
Module 3: Process of Time management-2
3.1: Prioritise
3.2: Time management matrix
3.3: Pareto principle, Parkinson principle
3.4: Art of saying ͚No͛
Module 4: Process of Time management-3
4.1: Managing interruptions
4.2: Delegation
4.3: Controlling meetings, telephones
4.4: Monkeys on your back
Module 5: Using Technology and other methods
5.1: Using free or low cost technology for saving time
5.2: Organise and clean up- Paper work, mails, Skim reading
5.3: Prime and non prime time, Pacing work, providing buffers
5.4: Is the jar full?


The detailed structure of the course on

MMP03: Learning with Mobile Apps and MOOCs:

Module 1: The basics of Educational Apps

1.1: What are Apps? Platforms and categories of Educational Apps

1.2: What makes a good educational App? Rubrics and checklists for good Apps

1.3: Searching for an educational App? Making your own App

Module 2: Mobile Apps for educational purposes

2.1: Generic Apps : Evernote, Dropbox, YouTube

2.2: Specific Apps : Language, Mathematics

2.3: WhatsApp as a learning tool

Module 3: The nuts and bolts of MOOCs

3.1: The Story of MOOCs

3.2: The Global landscape of MOOCs: USA,UK, Australia, India

3.3: Features, Technology and Platforms

Module 4: Learning Opportunities with MOOCs

4.1: A survey of learning opportunities from MOOCs

4.2: MOOCs for accredited credentials

4.3: MOOCs for lifelong learning

Module 5: How to learn effectively from MOOCs ?

5.1: How to choose an appropriate MOOC ?

5.2: Attributes of a MOOC learner

5.3:The future of MOOCs

Fee: Rs 5000/- ( inclusive of all taxes)

Status : New learning cohorts begin every Monday from August 7th 2017

To enrol in this unique and timely Course, please send a mail to


The detailed structure of the

MMP04: Financial Acumen course is:

Module 1: Understanding Financial Acumen

1.1: What is financial acumen? Some are born with it, some achieve it and some have it thrust upon them

1.2: Present and future value of money

1.3: Compound Interest and thumb rules
Module 2: Asset Classes and their attributes

2.1: Basics of an equity, bond and loan

2.2: Basics of property, commodity, infrastructure

2.3: Insurance

Moduke 3: Building a Financial Safety Net

3.1: The fiscal challenges in present times: Living longer + nuclear family challenges = retirement planning, humans being replaced by machines = new sources of income needed

3.2: Personal Financial Planning : Goals (car, house, kids graduation, wedding….) , budgeting (expense management) & how they interact

3.3: The pursuit of a Universal Basic Income ( the Swiss Referendum)

Module 4: Online Financial Transactions

4.1: Potential of online financial transactions

4.2: The Unified Payments Interface

4.3: Safety in online Financial Transactions

Module 5: Who to learn from?

5.1: Investment Managers ( Research says they get it right less than 50% of the time)

5.2: Ponzi schemes and other Financial Frauds

5.3: Consumer awareness programmes from multiple sources


Emerging Technologies:
This cluster covers 4 of the most important emerging technologies :

Emerging Technologies

MMP05: Big Data : the Big picture
MMP06: Blockchain : Demystified
MMP07: Making Sense of Artificial Intelligence
MMP08: Quantum Computing ( a Primer)

To join any of these courses, please send a mail to

Detailed course outline for :

MMP05: Big Data : the Big Picture

About the Program :
Big data is a term for data sets that are so large or complex that traditional data processing applications are inadequate.
Big data is a buzzword and a “vague term”, but at the same time an “obsession”with entrepreneurs, consultants, scientists and the media.
This start up course on Big Data is a short introduction to the landscape of big data and helps the participant get the ‘big picture’ of this emerging field.
Module 1: What is Big Data?
1.1: Definition, types and location of Big Data
1.2: Why is there so much hype about it?
1.3: What can we do with it?
Module 2: Uses of Big Data?
2.1: Big Data for 360 degree view of the customer
2.2:Big Data in Healthcare
2.3:Big Data in Education
Module 3: Big Data Analytics ( BDA)
3.1: Business Imperative of BDA
3.2: A few popular free tools and Best Practices for BDA
3.3: Analytics in the Big Data world
Module 4: Turning Big Data into a valuable asset?
4.1: Tips for turning Big Data into a Valuable Asset
4.2: Volume,Veracity, Variety and Velocity based value of Big Data
4.3: Four ways Big Data will change every Business
Module 5: The future of Big Data?
5.1: Machines taking over Business Intelligence
5.2: Big Data and Internet of Things
5.3: Big Data and Prescriptive Analysis

To enrol in this unique and timely Course, please send a mail to


Detailed course outline for :


Module 1: Blockchain Overview

1.1: What is Blockchain
1.2: Definition of Blockchain
1.3: The History of Blockchain

Module 2: Blockchain system
2.1: How does the blockchain system actually work
2.2: Where you can observe Blockchain uses.
2.3: How blockchain disrupts the financial service industry

Module 3: Importance of Blockchain
3.1: Why Blockchain Matters
3.2: How Blockchain can keep information private and secure
3.3: Blockchain is transparent and tells the truth.

Module 4: Applications of Blockchain
4.1: Who is using Blockchain right now.
4.2: Potential in : General Administration, Healthcare, Music, IP Management etc.
4.3: Applications of Blockchain in Education

Module 5: Why people are cautious about Blockchain
5.1: Privacy issues.
5.2: Regulatory nightmare
5.3: Watching the watchmen ?

To enrol in this unique and timely Course, please send a mail to


The detailed structure of the course on Machine Intelligence is as follows :

MMP07: Making Sense of Artificial Intelligence
Module 1: The Landscape
1.1: A fast forward of the history of Artificial Intelligence
1.2: The recent drivers of the resurgence of AI and ML
1.3: The Basics of Machine Learning: the key algorithms

Module 2: Deep Learning
2.1: Neural networks with hidden layers
2.2: The key concepts of deep learning
2.3: Implementing deep learning in various contexts

Module3. The tools of Machine Learning
3.1: IBM Watson
3.2:Google TensorFlow
3.3: Microsoft Azure Machine Learning Studio

Module 4. Applications of Machine Learning
4.1: Machine learning and legal research
4.2: Machine learning and medicine/healthcare
4.3: Impact of Machine Learning on Education

Module 5. The future of Machine Learning
5.1: Ray Kurzweil and the Singularity
5.2: The coming years in machine intelligence
5.3: Ethical worries and concerns

To enrol in this unique and timely Course, please send a mail to

Detailed course outline for :

MMP08: Quantum Computing : a Primer

Module 1: The Basics of Quantum Computing
1.1: Bits and qubits
1.2: Superposition and entanglement
1.3: Quantum Gates
Module 2: Some features of Quantum Physics
2.1: Everything is made of waves ; also particles
2.2: Quantum Physics is discrete ; and probabilistic
2.3: Quantum Physics is non-local
Module 3: Quantum Algorithms
3.1: Characteristics of Quantum Algorithms
3.2: Shor’s Algorithm
3.3: Luv Grover and Simon’s Algorithms
Module 4: Developments and Challenges
4.1: Approaches to implementation
4.2: Quantum Decoherence
4.3: Timeline of recent progress in Quantum Computing
Module 5: How Quantum Computing will change the world? In about 10 years
5.1: Augmenting human intelligence
5.2: The Hacker-proof network
5.3: Enabling a new era of medical science

To enrol in this unique and timely Course, please send a mail to

Problem Solving :
In this cluster, there are 4 courses:

MMP09: Creative Intelligence

MMP10: Critical Reasoning

MMP11: Mathematical Modelling

MMP12: Computational Thinking

To join any of these courses, please send a mail to

These courses are described in some detail below :

MMP09: Creative Intelligence:

Module 1: About Creativity
1.1: What is Creativity ? Myths about Creativity
1.2: Measures of Creativity
1.3: The economic value of Creativity

Module 2: The Competencies of Creative Intelligence:
2.1: Knowledge Mining
2.2: Framing
2.3: Pivoting

Module 3: Stages of the Creative Process
3.1: Preparation and Incubation
3.2: Illumination
3.3: Verification

Module 4: Relationships between Creativity and Intelligence:
4.1: Creativity and Intelligence as subsets
4.2: Creativity and Intelligence as overlapping constructs

4.3: Malevolent Creativity ( Destructive Creativity as different from Creative Destruction)

Module 5: Forms of Creative Expressions
5.1: Literature: humour, poetry, fiction
5.2: Scientific Creativity
5.3: Drawing, Painting and Sculpturr

To enrol in this unique and timely Course, please send a mail to

Resources for further exploration :
A: Books:
1: Arthur Kostler : The Act of Creation
2: Bruce Nussbaum : Creative Intelligence
3: Mihaly Csikszentmihalyi : Creativity…. flow and the Psychology of discovery and invention
4: Daniel Kahneman : Thinking Fast and slow
5: Edward de Bono: Lateral Thinking : A Textbook of Creativity

6: Robert W Weinberg : Creativity….. Understanding Innovation in Problem Solving, Science. Invention and the Arts
B: Other resources:

Six TED talks that will boost your Creativity :

C: MOOCs on Creativity :

Creativity, Innovation and Change : Coursera

Detailed course outline for :

MMP10: Critical Reasoning

Module 1: Why critical reasoning?
1.1: What is critical reasoning ? It is not criticism of what someone else is saying.
1.2: Critical Reasoning is a cognitive faculty that embraces several conceptual skills.
1.3: Critical Reasoning enables one to make informed and rational decisions.
Module 2: Arguments
2.1: The structure of an argument
2.2: Argument Maps
2.3: Analysing arguments : Non-sequitar
Module 3: Fallacies
3.1: What is a fallacy ?
3.2: Listing and classifying fallacies
3.3: Ergo hoc propter hoc and other common fallacies
Module 4: Hoaxes in the name of Science
4.1: Why Science is so often used to support fraud
4.2: Some famous hoaxes invoking Science
4.3: Ramar Pillai and herbal petroleum
Module 5: Ponzi schemes and online frauds
5.1: The history and appeal of frauds
5.2: Famous fraudsters and their techniques
5.3: Spotting a potential fraud and being safe

To enrol in this unique and timely Course, please send a mail to

Detailed course outline for :

MMP11: Mathematical Modelling

Module 1: Introduction and Preliminaries
1.1: Why Mathematical Modelling
1.2: Principles of Mathematical Modelling
1.3: Limitations of Mathematical Modelling
Module 2: Modelling Growth
2.1: Linear growth
2.2: The Gompertz curve
2.3: Examples and applications
Module 3: Game Theory ( Interactive Decision Theory)
3.1: Models of conflict and cooperation
3.2: The Nash equilibrium
3.3: Orher Applucations of Game Theory
Module 4: Modelling Networks
4.1: Types and classification of networks
4.2: Dimensionality
4.3: Properties of networks
Module 5: A potpourri of Mathematical concepts
5.1: The Lotka-Volterra Equations
5.2: Fuzzy Logic
5.3: The Lorenz attractor

To enrol in this unique and timely Course, please send a mail to

To enrol in this unique and timely Course, please send a mail to

Course Category : Complex Problem Solving

Target group : Computational Thinking is a new topic that will be very useful for all young persons and lifelong learners

Course Code : MMP12: Computational Thinking

Course Summary :

About 10 years ago, Jeanette Wing had proposed that Computational Thinking is a skill that is required not only in Computing and IT professionals but would be immensely valuable for many : engineers, doctors, scientists, lawyers, managers…..
The rapid advances and convergences in technologies that are driving us in the 4th Industrial Age is making Computational Thinking a success imperative in the future.

Keywords: Complex Problem Solving, Decomposition, Pattern Recognition, Abstraction, Algorithms, Evaluation

Description :

This course begins with explaining the meaning of the term ‘Computational Thinking’ and distinguishing from apparently related terms. It then details the key elements of Computational Thinking, explaining and illustrating each one of them at some length. It also shares very specific and useful information on how to learn more.

Fresh groups begin every Monday from May 1st 2017 and run till the Friday of that week.

A candidate can choose in advance from which Monday the chosen course should begin.

Course Logo : To be designed

No. and description of modules :

Module 1: What is Computational Thinking ?
1.1: The origin of the term Computational Thinking
1.2: Various Definitions of Computational Thinkingand their elaborations
1.3: Computational Thinking as automation of abstraction
Module 2: Distinction between Computer Literacy, Computer Programming and Computational Thinking
2.1: Computer Literacy and its use
2.2: Computer Programming and benefits of knowing it
2.3: Why does knowing Computational Thinking matter?
Module 3 : The main elements of Computational Thinking
3.1: Decomposition and Pattern recognition
3.2: Abstraction and Algorithm

3.3: Evaluation
Module 4: Computational Thinking and Complex Problem Solving
4.1: Computational Thinking in different disciplines/ domains and fields
4.2: Modelling and Simulation
4.3: Data Analysis and Visualisation
Module 5: How to develop Computational Thinking skills?
5.1: Pursuing programs offered at Schools/Colleges
5.2: Doing self-study and learning from content available liberally over the web
5.3: What next ?

To enrol in this unique and timely Course, please send a mail to

Simply Human ?
Being human ?

This group of 4 courses touches upon some facets of being a human being :


MMP13: Homo Sapiens : a primer on human evolution
MMP14: Ethics and Values
MMP15: Finding meaning and purpose in your life
MMP16: The future of work

To pursue any of the above listed courses, please send a mail to

Detailed course outline for :

MMP13: Homo Sapiens : a primer on human evolution ●

Module 1: Fundamental Principles

1.1. The Darwinian evolutionary theory

1.2. Mendelian Genetics

1.3. The Gene and DNA

● Module 2: The condensed story of millions of years of evolution

2.1. The study of human evolution is a multi-disciplinary effort

2.2. The evolution from mammals to primates to hominids

2.3. The last 40,000 years to Homo sapiens

● Module 3: Homo Sapiens

3.1. Why Homo Sapiens rule the world?

3.2. Finding meaning and purpose?

3.3. The Marvellous Learning Animal

● Module 4: The Anthropocene Age

4.1. The Age when humans have an impact comparable to nature

4.2. Accelerated with the Industrial Age

4.3. The next mass extinctions: the effect of humans

● Module 5: What may become of Homo Sapiens

5.1. Homo Sapiens may not be dominant in the future

5.2. Human Deus (human God) with supernatural abilities

5.3. Impact of Technology over humankind

Detailed course outline for :

MMP14: Ethics and Values

Module 1: What is Ethics ?
1.1: The ethical dilemma
1.2:Rate yourself : How ethical are you?
1.3: People’s perception of Trust in various categories of leaders
Module 2: The Golden rule for ethical behaviour
2.1: What is the golden rule?
2.2: Illustrations of the golden rule
2.3: The consequences of unethical conduct
Module 3: Common ethical violations
3.1: Conflict of interest
3.2: Lack of full disclosure
3.3: Insider Trading
Module 4: Regulatory Frameworks
4.1: The evolution of corporate regulation
4.2: The future of regulation
4.3: When ethical misconduct becomes unlawful
Module 5: Contemporary concerns ?
5.1: Universal human values
5.2: Ethics and Artificial Intelligence
5.3: Ethics and Professional Conduct

To enrol in this unique and timely Course, please send a mail to

MMP15: Finding Meaning and purpose in your life

Module 1: The meaning of one’s life?
1.1: An unexamined life is not worth living: Socrates
1.2: Nietzsche: He who has a ‘why’ to live can bear almost any ‘how’.
1.3: The Japanese concept of Ikigai

Module 2: How will you measure your life?
2.1: Career
2.2: Relationships
2.3: Integrity
Module 3: Aids to find your purpose in life
3.1: What motivates you ?
3.2: Your intrinsic/inherent nature
3.3: Other questions to ask ?
Module 4: Approaches to finding your purpose:
4.1: The Venn diagram technique
4.2: The exhaustive list technique
4.3: The eulogy technique
Module 5: Aligning your living to your life’s purpose
5.1: The transition/evolution approach
5.2: Adopting an additional way aligned to the life’s purpose
5.3: Taking a leap ( quantum jump)

Detailed course outline for :

MMP16: The future of work

Module 1: Technology MegaTrends impacting the future of work
1.1: Internet of Things
1.2: Robotics
1.3:Machine Intelligence
Module 2: 21st Century skills and knowledge required
2.1:Complex Problem Solving
2.2:Lifelong Learning
2.3:Emotional Intelligence
Module 3:The future of human work
3.1: The earlier shifts in human work
3.2: Displacement of roles by hyper automation
3.3: Symbiotic relationships between humans and intelligent machines
Module 4: The nature of the Gig economy
4.1: Getting work done in the Gig economy
4.2:Opportunities for beginners in the Gig economy
4.3: Opportunities for experienced professionals in the Gig economy
Module 5: Universal Basic Income
5.1: The concept
5.2: The present state of its acceptance
5.3: The future of UBI

To enrol in this unique and timely Course, please send a mail to