Learning Manifesto - Part 2

Education for BPO's continued. My last discussion on the vocational education situation dealt with an inspirational source for successful education in the Philippines — the marriage of an the American institution, public education, with the nuances of local culture embodied in the Thomasite experiment. Using this particular inspiration serves as a handy precedent to the odd American showing up with an educational agenda.

The contemporary situation is this: American companies (more often than not) are showing up in the Philippines to deliver voice services. The associated requirements have evolved from locating suitable agents to creating suitable agents using increasingly sophisticated pedagogical techniques.

By sophisticated, I mean we need a methodology that is up to the task of providing a tincture of acculturation, an improved ability to communicate in and process English language, and the capability to function effectively in a relatively high-velocity environment. Interestingly, how do we engage a history of American-Pinoy engagement with the commercial pressures of globalization in the practical matter of learning that supports North American business requirements?

The fact is I don't have a complete picture or a ready made declaration on the matter — I thought I did, weeks ago, but I'm reduced to an incomplete list of items to be mindful of as we create our theoretical institution:

The context for BPO expansion is a large requirement for jobs. In that light, there is a ready and willing group of people who are keenly interested in working.
Those people are not necessarily qualified beyond their desire to do the work. This desire must be a foundation for an education sufficient to create staff suitable to the tasks required — application develop, technical support, customer service, etc.
Desire is enough when supported by a modicum of English knowledge and cultural awareness.
The people teaching have to understand and value the local (Pinoy) and North American (Western) culture.
The Philippines is an estuary of both — that's why we (big honkey Kanos) are here. Forget that at our peril.
Problem solving skills and aligned interpretation are the key issues at stake. How do we turn back the Marcos era of complacency or the atrophy of Bahala Na — a kind of "God will provide" fatalism woven into Pinoy culture thanks to the vicissitudes of history and a massive dose of old-school Catholicism.
Community and personal relationships rule the roost here in the Philippines. Learning and professional development need the framework defined by these culture structures known as Utang na loob or the Padrino system as it became known during the Spanish colonial period.
These structures are handy tools for developing networks (hence the widespread adoption of social networking online). Localized learning benefits from intelligent use of these technologies.
Eclecticism or what Carlos Celdran calls the Jeepney Aesthetic adds another tool for reconciliation to the mix. The Philippines is relentlessly postmodern (as loaded as the term is). By reconciliation, I mean reconciling the commercial exigencies of the BPO beast with Pinoy cultural paradigms.
The last point is that these strands are reconcilable and can add value to one another. Jobs, commerce, and global visibility on the one hand: meet a culture defined by mélange of Catholicism, Spanish colonialism, American imperialism, Japanese imperialism, Sino mercantilism, unparalleled war destruction, Hollywood — the list goes on.

Suffice to say the purée of culture here combined with an oddly personal approach to technology adoption and deregulated telecommunications makes for the opportunity to work through the broader issues of learning to Globalize.