The Change Agents

Scientist, by intention or not, is the most important catalytic change agent of our time. We all recognize that much of the present is the future that was created by scientific researchers of decades past. We can safely forecast that scientists will change our future.

No scientist alone can propose the whole science agenda for the 21st Century. It is however clear that many scientists can agree on some overarching goals that serve the future and that give us pause for reflection as they expand the frontiers of knowledge and uniquely see their own opportunity for discovery.

What scientists achieve is the understanding about the way nature really works. They use powerful methods of defining and solving problems. They use the method of multiple working hypotheses to ferret out the truth about how nature is and the way it operates. Scientists have the exhilarating opportunity and experience of being able to routinely walk each day where no footprints have ever existed before. They extend that paradigm to additional utility to not only enlarge our understanding and build our knowledge but to provide amenity in the form of new technology.

From Galileo to the cellular user in Gujranwala, scientists make social change occur abruptly, often inadvertently. As new knowledge is discovered, and foundational research impacts others around us, they create and alter the future and how everyone around us perceives it. Their research regularly leads to changes unimagined by our institutions struggling to adjust to them.

The highest priority of all science and social, economic and political institutions on this planet is to develop and establish a morally acceptable, politically stable and economically feasible decrease in the world human population of 1 billion persons during the 21st Century and to continue that decrease by another 1 billion during each of the succeeding 2 centuries. This is a daunting challenge, but one from which we cannot turn aside. All our institutions are driven by growth. Opposition to this population decrease will develop from the world capitalist systems whose only mantra is growth. The immense power wielded by that economic mantra and its leaders may draw the battle lines for the soul of the 21st Century.

Sustainable aquatic and land based agricultural production systems, sustainable energy production systems, sustainable industrial and post industrial production systems, sustainable habitation systems and others are areas of major needs for research that ultimately establishes a sustainable world.

The 21st Century will require our population to think for a living. Thinking skills have become the most important skills for the workplace. The employers and nations of the future will rise and fall in their competitive effectiveness based on their skill as learning organizations and the rate limiting factors for their future success will be the rate of learning of the populations engaged in productive work.

Our education systems must be understood as whole systems and changed even revolutionized to accept and optimize what we learn about learning in the first five years of life, our teaching adapted to the neurobiology of learning, our curriculum redesigned around creative problem solving as its core curriculum, ensuring lifelong learning becomes a societal norm, our cyber schools and virtual universities designed around how we learn and for no other primary convenience.

Healthier lives is the third overarching goal that seems to be a consensus among leaders of all the scientific disciplines as important for the 21st Century to make great strides. Since infectious diseases are once again worldwide scourge, we must provide worldwide treatment and preventive medicine successfully.

Ideas not yet thought of, will become multibillion-dollar enterprises in the 21st Century. This requires us to foster entrepreneurial education to ensure there is a sufficient population of business adventurers to make certain the public sees ongoing benefits flowing from it that they can understand, and new jobs are a benefit that is readily understood.

National and world security has been the most important drivers of the old social contract with science. We have still the need to defend the free from the rogues who have the power to take away freedom. As we see that military superiority is no longer the driver for the scientific future, scientists should reassess their need to be involved in its destructive exterminations.

Scientists can do so much more for the future of the world and its people and environment with all the challenges. Their role should be to support the very strong leadership and creative problem solving needed by the military and political institutions and durable new institutions that would lead to highly certain world stability. The rise of the concept of the nation-state requires it to defend its borders and culture. Evolving thinking into newer concepts that enhance cooperation more than pathologic competition may become worthwhile at some point in 21st Century.

Scientists can do everything to provide for a world of well-fed, healthier and fewer people, to provide that populations are economically secure and stable, to provide for our great-grandchildren an environment with as durable a future as our great-grandparents received when they were born, and to ensure the lifelong learning that provides all the self-actualization and inner peace we can want.

The role of scientists should be to lead the political system, not follow it, and do this via a long range vision that they develop, conceive and believe, so that it becomes compelling to the public and future resource allocators.

Scientists’ own future depends on effective development of appreciation for science by the political decision making institutions and science illiterate general population. They should not leave it to others to do what needs to be done. It is their future. It is their obligation. Their role has never been of watching the future happen. They are the change agents of future and they can make it happen. Asif J. Mir, Organizational Transformation

Preparing Students for 21st Century

How can we best prepare students to succeed in the 21st century? This is a question that should be of paramount importance to Pakistan’s educators, employers, parents and the public. Alas, this is nobody’s priority.

The accelerating technological change, rapidly accommodating knowledge, increasing global competition and rising force capabilities around the world, make 21st century skills essential. There is a forceful need for a calling on schools to change dramatically.

Today’s education system faces irrelevance unless we bridge the gap between how students live and how they learn. Schools are not even struggling to keep pace with the astonishing rate of change in students’ lives outside of school. Neglecting the fact that students will spend their adult lives in a multitasking, multifaceted, technology-driven, diverse, vibrant world, they are not equipping them to do so. They are seldom committing to ensuring that all students have equal access to this new technological world, regardless of their economic background.

We know more today than ever about how students learn. Our researchers and educators are not making the grades on mapping the remarkable territory of the human mind. They lack scientific insights that can inform educators about the cognitive processes of learning, effective teaching strategies for engaging students in learning and motivating students to achieve. We must incorporate understanding into classroom teaching and learning on a broad scale for preparing our future.

Educators in other countries have focused on improving student achievement—the perennial top priority of their public concern. They have established rigorous academic standards, assessments and accountability measures—a concerted effort that has involved educators, employers and community members. Schools in the West are responding with strategies to improve teaching and learning. They are now closing a gap between knowledge and skills most students learn in school and the knowledge and skills they need in typical 21st century. They are thus encouraging development of curriculum and assessments that reflect 21st century realities.

Literacy in the 21st century means more than basic reading, writing and computing skills. It means knowing how to use knowledge and skills in the context of modern life.

The nation needs a compelling vision for education capable of inspiring leaders, teachers, parents and students alike. Clearly we must work together to help schools fully address the educational needs of the 21st century.

A broad-based public-private partnership needs to be forged contributing to improving education in several distinct ways. It should synthesize research, insights and best practices about 21st century knowledge and skills into a powerful vision and sharing this information broadly. It should also define a framework and create a common language for understanding and promoting 21st century skills. The education leaders should be provided with tools, examples and a strategy for action, not rhetoric. It should also build consensus in the public and private sectors about the nature and need for 21st century skills.

We need to increase emphasis on the additional knowledge and skills students need for the 21st century. This is an opportune time to align standards, assessments and accountability measures with 21st century skills.

We can build momentum with following flight of stairs: 1) Embrace a powerful vision of public education that includes 21st century skills. 2) Align leadership, management and resources with educational goals. 3) Use this tool to assess where schools are now. 4) Develop priorities for 21st century skills. 5) Make sure students have equitable access to a 21st century education. 6) Begin developing assessments to measure student progress in 21st century skills. 7) Collaborate with outside partners. 8) Plan collectively and strategically for the future.

There are also some key elements for fostering 21st century learning. Emphasize must be laid on core subjects. Knowledge and skills for the 21st century must be built on core subjects that are mathematics, science, languages, civics, government, economics, arts, history and geography. The focus on core subjects must expand beyond basic competency to the understanding of core academic content at much higher levels.

As much as students need knowledge in core subjects, they also need to know how to keep learning continually throughout their lives. Learning skills comprise three broad categories of skills: information and communication skills, thinking and problem-solving skills, and interpersonal and self-directional skills. The challenge should be to incorporate learning skills into classrooms deliberately, strategically and broadly.

21st century tools must be used for developing learning skills. In a digital world, students need to learn to use the tools that are essential to everyday life and workplace productivity. Skilled 21st century citizens should be proficient in information and communication technologies literacy.

Teaching and learning must be in a 21st century context. Students need to learn academic content through real world examples, applications and experiences both inside and outside of school. In the networked environment of the 21st century, student learning also can expand beyond the four classroom walls. Schools must reach out to their communities, employers, community-members and of course parents to reduce the boundaries that divide schools from the real world.

21st century content should be taught and learnt. There are three significant, emerging content areas that are critical to success in communities and workplaces: global awareness; financial, economic and business literacy, and civic literacy. Much of this content is not captured in existing curricula or taught consistently with any depth in schools today. An effective way to incorporate this content is to infuse knowledge and skills from these areas into the curriculum.

The use of 21st century assessments that measure 21st century skills must be practiced. Schools need high-quality standardized tests that measure students’ performance of the elements of a 21st century education.

Economic, technological, informational, demographic and political forces transform the way people work and live. These changes together with the rate of change will continue to accelerate. For survival and to thrive in 21st century, our schools must adapt changing conditions. Asif J. Mir, Organizational Transformation

Poverty and Development

It is widely recognized that development is about much more than growth of GDP. Equally, everyone appreciates that democracy is more than simply a matter of universal suffrage and the holding of regular multiparty elections, essential though these are. So we need to understand exactly what is meant by development and democracy today, in the twenty-first century.

There is a need to recognize the links between democracy and good governance on the one hand, and poverty, development and conflict on the other.

A strong, effective, accountable state is the first pillar of democracy and development. International institutions alone cannot and should not take responsibility for eradicating poverty, authoritarianism and conflict.

The foundations of a democratic state are worth recalling: a freely and fairly elected parliament that is broadly representative of the people; an executive (government) that is answerable to parliament; an independent judiciary; a police force that responds to the law for its operations and the government for its administration; and armed forces that are answerable to government and parliament.

The financial affairs of any democratic government should be monitored by parliament through a public accounts committee, and by an auditor-general answerable to parliament.

Civil society is the third pillar of pro-poor development and democratization. Building the capacity of citizens’ organizations and a free and well-informed media are critical for promoting citizen participation, holding government to account and empowering poor communities. Poor people and poor communities, for example, are in the best position to understand and articulate their own needs, and their voices should be heard directly within government. But they are not and here political rights and opportunities can be bolstered through community action.

The media plays an important role both in giving voice to citizens and in holding government and the private sector to account on their behalf.

Where international economic organizations such as the IMF, the World Bank and the WTO set down conditionality or constraints on policy, it must be in the pursuit of pro-poor development, and must work in ways that do not erode democratic institutions and human rights at the national and sub-national levels.

There is a need for responsibility, partnership and concrete actions – from the government, private sector, civil society and international community. Without responsibility on all these levels, development and democracy will remain rhetoric rather than become reality.

The principal aim of development no longer focuses on maximizing marketable production of goods. The emphasis now is on expanding opportunities and strengthening human capacities to lead long, healthy, creative and fulfilling lives. Development is about enabling people to have the ‘capabilities’ to do and be the things that they have reason to value. Poverty is the deprivation of basic capabilities and development as the process of ensuring that the most basic capabilities are achieved by all.

Basic capabilities include: being adequately nourished, avoiding preventable morbidity and premature mortality, being effectively sheltered, having a basic education, being able to ensure security of the person, having equitable access to justice, being able to appear in public without shame, being able to earn a livelihood and being able to take part in the life of a community.

Developing countries have a weak administrative capacity. Public officials are poorly trained or lack experience in public expenditure management. State institutions, such as ministries and judiciaries lack sufficient resources or are plagued by entrenched systems of corruption. Inadequate numbers of women at decision-making levels in the civil service and judiciary means that women’s interests are not represented in policy formulation and implementation.

Ill-health is also a cause of poverty. A single experience of sickness in a family can divert energy and resources, leaving the household in deep poverty. Diseases such as malaria, and tuberculosis are not only personal tragedies; a high prevalence of such diseases is associated with significant reductions in economic growth.

Many anti-poverty plans are no more than vaguely formulated strategies. Developing countries need a genuine action plans - with explicit targets, adequate budgets and effective organizations. They do not have explicit poverty plans but incorporates poverty into national planning. And many of these then appear to forget the topic.

The governments have difficulty in reporting how much funding goes to poverty reduction - unable to distinguish between activities that are related to poverty and those that are not. They confuse social spending with poverty-related spending. But much government spending could be considered pro-poor if it disproportionately benefits the poor. Under these conditions it is probably best to set up a special poverty reduction fund - to give a better financial accounting and to allow government departments and ministries to apply to the fund for financing for their poverty-focused programs.

The scope of development policy has become broader, making ‘pro-poor development’ a vital additional analytical category that orients attention towards those people most in need. Recognizing that ‘development’ is still used loosely in the policy world to refer to development strategies, rather than particularly for poor people, it is important to distinguish and promote ‘pro-poor development’. Development policies aimed at the general population may have a more limited positive impact on particularly disadvantaged groups. Pro-poor development concerns those policies that are specifically designed to enhance the quality of the lives of the poor. Asif J. Mir, Organizational Transformation

English in 21st Century

The future of today’s global language, English, is more complex and less certain. It will retain its excellence in the 21st century and is unlikely to be displaced as the world’s most important language. Its usage is an intricate system in which many factors act together in ways that are not easily foreseeable. Just the same, recent progress in shaping the behavior of complex systems, like weather, could help us understand the patterns that may emerge in the globalization of English.

From north and south and east and west, there are more than 1,400 million people living in countries where English has official status. One out of five of the world’s population speaks English at some level of competence. Demand from the other four fifths is bumping up. English is the main language of books, newspapers, airports and air-traffic control, international business and academic conferences, science technology, diplomacy, sport, international competitions, advertising and pop music.

Almost all those who are professionally associated with the English language worldwide acknowledge that there is no imminent danger to the English language, or to its global attractiveness.

Yet with the emergence of new world order and global transition, the next 20 years or so will be a critical time for the English language and for those who hang upon it. The structures of usage and public attitudes to English will have long-term consequences for its future.

The future of English will be more complex, more demanding of understanding and more challenging for the position of native-speaking countries than has up till now been thought.

The global popularity of English is in no immediate danger, but that it would be unwise to see in the mind’s eye that its predominant position as a world language will not be threatened in some world regions for use as the economic, demographic and political shape of the world as it transforms.

The future of English will however be a complex and plural one. The language will grow in usage and variety; yet simultaneously diminish in relative global importance. To put it in economic terms, the size of the global market for the English language may increase in absolute terms, but its market share will probably decline.

Additional reasons that have resulted the reduced fervor threaten trends of increased usage of English. The growing adoption of English as a second language, where it takes on local forms, is leading to disintegration and multiplicity. No longer will be the case, if it ever was, that English unifies all who speak it.

The future is going to be a bilingual one, in which a growing ratio of the world’s population will be eloquent speakers of more than one language. There is little to help us understand what will happen to English when the majority of the people and institutions who use it do so as a second language.

Native speakers may feel that the language belongs to them, but it will actually be those who speak English as a second language or foreign language who will determine its world future—the fact that 19th century futurologists failed to foresee that the growth in second and foreign language speakers would be a much more important phenomenon.

As the number of people using English grows, second language speakers will be drawn towards the inner circle of first language speakers and foreign language speakers to the outer circle of second language speakers. All through this status migration, attitudes and needs in respect of the language will change; the English language will diversify and other countries will emerge to compete with the older, native-speaking countries in both the English language-teaching industry and in the global market for cultural resources and intellectual property in English.

The future and globalization symbolizes a significant discontinuity with previous periods. The Internet and related information technologies, for example, may upset the traditional patterns of communication upon which institutional and national cultures have been put together.

In four key sectors, the present dominance of English can be expected to give way to a wider mix of languages: first, the global audio-visual market and especially satellite TV; second, the Internet and computer-based communications including language related and document handling software; third, technology transfer and associated processes in economic globalization; fourth, foreign language learning especially in developing countries where growing regional trade may make other languages of growing economic magnitude.

Computer technology has changed the way people act together both locally and globally. At the present we are at the core of personal and group communications. The Internet will remain the flotilla leader of Global English and it will be a quite different language from what it is today. Nevertheless, there seems to be developing a new, global English-speaking market in the knowledge-intensive industries.

At this point in time there is a significant increase in the numbers of people learning and using English, but a closer examination of driving forces suggests that the long term growth of the learning of English is less secure than it appears to be.

Overtly and covertly, the use of English language is most ubiquitous amongst professional groups and middle class families are most likely to embrace English as the language of the home.

By and by, no single language will occupy the monopolistic position in the 21st century, which English has—almost—achieved by the end of the 20th century. As communications infrastructure ameliorates and relative costs plunge, more telephone conversations around the world will be held in languages other than English.

English must keep up a range of corporate roles and identities and must be usable for both team working and service interactions. Not surprisingly, demands on an employee’s competence in English will rise.

The ELT industry needs to respond to changing international social values—to ensure that the reputation of English language is enhanced rather than diminished. Asif J. Mir, Organizational Transformation

21st Century Companies

growth, Organizational leaders agree that versatility and the ability to envision possibilities set a plan of action in the midst of chaos are qualities, which produce success. Organizations need more than members who adapt to changes. More importantly, they need members who can produce changes within the organization. Organizations of 21st century need leaders.

Successful companies have figured out the secret to success in the 21st century - that of process excellence. Future success seems will come to those companies that figure out functional management innovations in the 20th century augmented with process excellence, which places more emphasis on end-customer satisfaction than optimal utilization of company resources.

The 20th century saw organizations embrace functional management concepts that divide the company into functional silos such as product design and management, order management, manufacturing, finance, sales/marketing, warehousing/logistics and customer service/support. This approach saw the growth of many large companies. Functional management concepts help streamline an otherwise chaotic set of activities into logical groups and helped large organizations function effectively. They helped organizations make the transition from an agricultural age to an industrial age.

Since the last decades of the 20th century, computer technology and communications have become cheaper and more powerful by orders of magnitude, in the rendering many of these 20th century functional management approaches obsolete. The 21st century demands a transition from an industrial age to an information age, and a process-excellence approach is the alternative that will augment a functional management approach for optimal organizational performance.

Organizations have started talking about order to cash cycles, viewing the end-to-end demand chain and supply chain from customers’ point of view rather than functional silos such as finance, sales and marketing and manufacturing.

This process excellence view has evolved from companies’ realization that it is an unfair burden on the end customer to have to deal with the companies’ functional silos when doing so adds no additional value to the products or services they buy from the organization. Functional silos are for internal efficiencies of a company. A number of trends dictate that only process excellence combined with functional management will work in the future.

The 21st century has starting out with computers and communications enabling order of magnitude and faster, cheaper execution of business processes, often spanning multiple organizations and even multiple continents. Dell, UPS and FedEx have computer systems that any organization can seamlessly integrate with and provide visibility of processes to end-customers. Here, the emphasis seems to have shifted considerably to one of process excellence rather than functional excellence. In fact, UPS formerly picked up Toshiba laptops that customers want to send back to the company for Warranty repairs. Now UPS finds it can deliver a more efficient and effective process by also doing the repairs in their delivery center.

If I am an end customer of a company that sells me goods or services, I am more impressed by efficient and effective processes that benefit me, rather than how well the functional silos if they perform internally. Process excellence is one of whether the end customer’s expectations are met faster, cheaper and more effectively. Many organizations have started asking the question regarding any activity within a company: why should the customer care? This brings up a process orientation to most activities even if different functional silos within a company perform parts of processes. If an activity does not directly add value to the end customer, process excellence demands that you try to eliminate it or at least make it faster.

Many organizations are starting to make available single points of contact for customers, especially their valued ones. These single points of contact or account managers navigate the internal processes with the functional silos of the company on behalf of the customer within the organization and get things done. After all, why should the customer care about billing and provisioning departments of a telecommunications company? They have placed an order for a new landline and it is the telecom company's responsibility to take the order and deliver the landline. Process excellence is the key here.

Those that have slower process cycles do not stand a chance of competing very effectively in the longer run with nimbler online alternatives. A very heavy process orientation and excellence is the only way the older ways of doing business can right themselves and prepare for the 21st century.

With digitization and automated workflow, people within the company or an outsourcing vendor can perform the same business process without concern about physical location! Digitization and automated workflow have enabled process excellence to be realized at levels not possible before.

Companies such as UPS and FedEx already make it possible for any company's computers integrate with their internal systems effortlessly, eliminating unnecessary and inefficient manual steps between companies. For example, once an order is picked and packed at a company warehouse, the company computers can talk to UPS or FedEx computers and create a delivery order and a tracking number. UPS or FedEx employees will not have to key in all these details again.

General Electric and Motorola have popularized Six Sigma approaches to quality management. Six Sigma and Lean Six Sigma impose a process discipline when applied. These are increasingly being applied outside of manufacturing, where they originated, and being applied to all kinds of business processes like product service and support, healthcare and so on.

The last century contributed functional management as a way to do things more efficiently and effectively within organizations. However advances in technology and innovative new companies have brought process-oriented approaches to doing things that make it easy for an end customer to do business with them. A process orientation and process excellence that augments functional management seems to be the secret to success in the 21st century. Organizations that leverage the latest technological advances and trends in a relentless quest to make business processes more efficient and effective will be the only ones that survive. (www.asifjmir.com)

The Evolution to Academic Excellence

In 21st century there is a need to develop a new entity in higher education - one that educates and develops graduates for meeting the challenges of this century. Such an institution must emphasize the creation and development of knowledge into practical, sustainable solutions to today's problems, and the commercialization of those solutions to create wealth. This must be done within a learning community that emphasizes communication and teaming skills leading to creative problem solving and within an environment that emphasizes a sound appreciation of humanity’s ethical and moral principles. Anthony G. Collins, President of Clarkson University, has expressed this in: “The Evolution to Academic Excellence.”

He asserts that with the advent of the industrial revolution during the nineteenth century, some liberal arts institutions added faculties that supported economic growth and spurred business development. At the same time, technological institutes sprang into action to create manufacturing professionals and some colleges even specialized in the art of business itself. After WWII a new emphasis began to emerge on research - the creation of scientific knowledge.

Those who have a vision to track the process of economic development – the connection of science to engineering to business coupled with liberal arts to provide the humanistic elements are best suited to create this type of institution. Ideally this type of institution would have engineering at the core of its being and value interdisciplinary activity rather than a culture that wants to retain disciplinary purity. The very interdisciplinary intellectual capacity and fundamental mathematics and sciences needed for engineering, technology and business degrees create the academic institution of the future.

General Francis Walker, President of Massachusetts Institute of Technology once said: “In the present stage of social and industrial change, change almost bewildering in the rapidity of its movement and in the extent of the field over which it is taking place, it is most reasonable to believe that great gaps exist between the public needs and the supply of those needs by the existing institutions of learning. As a result of their freedom from obligation to the general system of education, they not only will be at liberty, but they will be strongly impelled to search out those real needs of the people in the matter of education which are at present unsupplied. It is essential to this function that they should remain in a state of flux; open to all impressions; mobile under all influences; not too soon assuming that they have found their ultimate resting place and have taken on their distinctive character.”

The mission of the institution has to be of graduating and developing students who lead and practice technology. Our focus must be on this “product.” While we must recognize the influence of nanotechnology, we have to fully grasp that “technology” and also the engineering to embrace a new knowledge-age definition that includes biotechnology and info-technology. We have to broaden our vision of technology to include contributions from the life sciences, to embrace the vitality of new disciplines within engineering, and to appreciate how businesses operate with the sophistication of integrated technology systems.

We have not recognized the dramatic changes in demographics - the changing fraction of underrepresented individuals, the geographic shifts in population centers, the socioeconomic profile of our constituents - nor have we fully recognized the need to introduce new majors to draw more women into the technological workforce so that their talents can be developed and utilized. In short, we need to and should be obligated to deliver education that is appealing to a broader range of potential students.

In addition to lagging behind in reacting to changes in student interest, the marketplace, and the demands of employers, we have failed to react to the roles our educational institutions must play in the economy. We must now recognize that the creation of knowledge can no longer be our end goal. We must also develop intellectual property, transferring technology to the marketplace, and become a central part of the economic enterprise that values innovation, creativity and creates wealth. Implicit in this direction is the development of research at all levels of the institution.

Given this unsettling background of an institution dependent upon its external environment, our institutions must revitalize higher learning in order to provide a more comprehensive, unique image that remains true to core mission and values.

The students ought to know that they are the center of the educational process and all academic staff demonstrates an unparalleled commitment to creating a person-to-person connection within our living, research and learning environments. The faculty needs to collaborate, innovate and create knowledge across disciplinary boundaries and educate students to have a particular appreciation for the opportunities that lie at the intersection of traditional disciplines.

Our campus community must stimulate the intellectual environment that attracts a diverse pool of exceptionally talented women and men who will rise to be leaders of the 21st century with the passion to create enterprises that benefit society.

The evolving strengths and vision for the future must intersect precisely with the growing technological needs of the society – a society that must depend upon a workforce capable of creating, adapting and managing technology regardless of discipline of study or natural individual talents.

To fulfill this vision for academic excellence, our educational institutions should uniquely position to further stake their legacy to society based on commitment to technology and leadership in marrying coursework, research and extracurricular pursuits in engineering, business, science, health sciences and arts.

We should create a distinctive place in the higher education order as attainable as we each ought to continue to promote and explore innovative ways to arrange the basic building blocks of traditional fields of study to reflect new avenues for interdisciplinary education, research breakthroughs, and solutions for society.

Our education system is a pack of confusion disorder. Can we transform it for delivering academic excellence as envisioned by Anthony G. Collins? (www.asifjmir.com)