21st Century Schools

Although a lens to view the future is clouded, and must be filtered through the past and present, the ability to stand back and think about the impact of technologies on student learning will under-gird research in technology for the education of children, youth, and adults in the 21st century. We must view the coming changes, and they will be massive, from the perspective that technology provides access to learning but does not control it; that technologies are not the content of education rather, they provide a cornucopia of tools for learning.

The technologies we know now will change and merge, at an increasingly rapid pace. In 1965 Gordon Moore, founder of Intel, predicted the exponential growth of technology. Moore's law postulates that the processing power and speed of any electronic calculating device will double every 18 months. At the same time, the price for that technology will decline approximately 35% a year relative to the power. If this continues to be true, researchers will have an abundance of exciting new tools to use as they study the curriculum and children of the future. Those tools will not only be more powerful than we have now, they will cost less, making them affordable for research, for schools, and for business.

Educational research will undergo massive paradigm shifts we can only imagine. Because we live in a revolutionary time of astonishing advances in technologies, a world of constant and unrelenting change, new paradigms appear before the implications of their predecessors are digested. We know that schools must make changes to accommodate the technology revolution. West is already making changes in curriculum, teaching, and learning.

Living in a world of constant change is not easy, and predicting the nature of the coming changes brought about by the accelerating pace of technology advances, the accompanying information explosion, and the future's research agenda in education is a little like going backpacking in a primitive wilderness area. We must explore technology applications with children and youth and attempt to keep abreast of the rapid advances and potential uses in education and anticipate increasingly interesting possibilities.

The critical gear we carry on the research trail into the future is our mindset, one of exploration, of investigation, of accepting new ways of doing new things.

The literature on change describes levels of initiation and acceptance of innovations. Educators are divided into at least four groups, quite similar to what one experiences on the trail: the forerunners, the trailblazers, who innovate; those who come along and build on what others do; the middle ground who try what the first two groups find out; and those who lag behind. As we negotiate the wilderness trails ahead, accepting and adjusting to paradigm shifts in teaching and learning will become the survival tools for schools of the future.

The focus of the future's research agenda must remain on children and youth, the learners and the teachers, and how to find strategies to harness the power of the technologies in this endeavor. Education must come to grips with the technology revolution quickly, design and use new learning experiences, and teach more process skills than ever before. A mindset that encompasses creativity and subsequent innovation will be required if we are to explore and harness the potential offered by technologies. Futurists and educational reformers argue that new schools are needed for a new age, that the social power of technology will force us to redefine education, a task that will require a different mindset than educators have today.

There are those who espouse standards-based testing, founded on the knowledge of the past, and there are those whose position is firm in the process-based curriculum for the future. This differential is the critical point in the redefinition of education. In addition to reading, writing, and arithmetic, children and youth must develop process skills in problem solving and critical thinking, communication, technical reading and writing, applied technical reasoning, information literacy, using technology as a tool, new personal skills, new mindset skills, and new curricula.

Crucial questions revolve around new strategies related to making changes, to applying what we already know about change, and to bringing research findings to practice quickly. How will we instill a mindset in educators so they will incorporate the potential of present and new technologies into the curriculum quickly? What are the most effective ways of bringing about changes that reflect the new curriculum?

Technology is not another turf, another subject, and another class. It represents a pervasive set of changing tools for learning and teaching. Given the power and potential of new technologies, if we continue to do the "same old thing," and use the "same old" paradigms, then the outcomes, no matter their age, will be less than favorable, much less than possible, and much less than we dream.

Technology is a tidal wave flooding the whole world, not a passing fad. It will not disappear in the next few years.

Computers and their accompanying applications, as well as other technologies, are the basics for children. Schools are not just "getting children ready" for technology use at some later date. In the West children can and are using technology now and they are connecting. It is preparing children for the future.

Old ideas die hard; however, we must not forget the lessons history teaches, or we--and each generation following us--will be relegated to repeating the work and mistakes of the distant or recent past. Educators must move away from entrenched positions. We must not only do things differently, we must do new things and do them quickly, or schools are likely to succumb to businesses that see education as a profitable enterprise. One of the most critical needs at present is that of finding new ways to connect learners and teachers with the results, implications, and procedures of educational research. Asif J. Mir, Organizational Transformation

Seeking new Pastures in Education

The state of education in Pakistan is depressing. Today we cannot compete even with third-rate countries in standard indicators of academic achievement. Weak curricula and discipline have guaranteed educational failure for tens of millions of our children. The nation should therefore look to itself and conclude that something must be done.

We are perhaps after increasing the number of educational institutions and ignoring the future of education, which is about the demise of the classroom-based teacher, and an information technology lead revolution in schools, colleges and universities.

For meeting our future economic needs, we must not lose sight of the fact that education is a process, not a commodity. It benefits the individual, and society as a whole, in all sorts of ways that are not necessarily quantifiable in terms of our national balance sheet.

Developed societies use teachers not as objects, but engines of education reform. Contrarily, our policymakers use them not as engines but tail cabins. Thus teachers are not involved in policy process for education. We need to see teachers as custodians of intellectual and cultural tradition, not servants of a government mission.

The report of the Pakistan Task Force on Improvement of Higher Education estimates that 18 million people are in the age between 17 to 23 years, eligible for tertiary education. Out of them, only 475,000 (or about 2.6%) are actually enrolled in higher education institutions. This proportion is among the lowest in the world: India (in 1990) had a tertiary enrolment ratio of 6.2%, while Iran (in 1994) had 12.7%. This is pathetic. It asks for direction and relevancy of higher education research.

Higher education in Turkey is worth talking about. The average annual growth rate of students in higher education in Turkey during the period 1980-85 was one of the highest in the world: 14.1% as compared to 7.8%in Canada, 5.0% in the UK, 1.4% in Italy, 0.2% in the US, -0.2% in Hungary, and -5.3% in Poland. The number of students enrolled in engineering is high: 18.33 %of the total enrollment as compared to 8.20 %in Italy, 7.90 %in Austria, and 3.29 %in France. In the area of higher education, can we seek some route from Turkey’s experience?

People need more education than ever before, and distance learning—connecting cable and classroom—offers a way to meet that need. Internet delivers course material to homes or offices. Discussions, assignments and exams are being done online. Some of these are courses offered by traditional universities, of which the University of Phoenix is the largest, some by accredited virtual universities with no on-campus instruction and some by unaccredited institutions. For many students, however, especially those with full-time jobs or those far from campuses, the savings in commuting and the flexibility to make their own schedules make the total cost less than that of alternatives.

The concept of virtual university is not a bad idea, which Pakistan must adopt at a large scale. It can distribute cheap Internet access and classroom content to modular learning kiosks in several thousand villages. Distributing several thousand simple, mass-produced kiosks might be less expensive than creating even one old-style university campus.

Pakistan has recently allocated resources greater than ever before. Nonetheless, it didn’t fully utilize even what paltry had been allocated earlier. Owing to intricate bureaucratic labyrinth drawing money is like pulling teeth. Consequently, the trend of spending in Pakistan is far less than the allocated money in all eight plans. There are around twenty-two steps to draw the allocated money. For survival in the new world, Pakistan has got to adopt new ways of governance.

South Korea offers an interesting paradigm in modern history. Most observers agree that it's spectacular progress in modernization and economic growth since the Korean War is largely attributed to the willingness of individuals to invest a large amount of resources in education.

Korea's liberation from Japan marked a turning point in the history of education. As the country underwent a transition from totalitarian rule to democracy, a primary concern was to provide everybody with equal educational opportunities. The period from 1945 to 1970 witnessed a dramatic expansion of education. In spite of the widespread destruction and economic suffering brought about by the Korean War (1950-1953), Korea succeeded in virtually eliminating illiteracy. Such a rapid expansion was naturally accompanied by problems, the most serious being deterioration in the quality of education. As the 1960s drew to a close, Korea's educators turned their attention to these problems and several projects were launched to improve the curricula and the methods of instruction

Although only primary school was compulsory in Korea, proportion of age-groups of children and young people enrolled in primary, secondary, and tertiary level schools were equivalent to those found in industrialized countries, including Japan. The percentage of students going on to optional middle school the same year was more than 99 percent. Approximately 34 percent, one of the world's highest rates of secondary-school graduates attended institutions of higher education in 1987, a rate similar to Japan's (about 30 percent) and exceeding Britain's (20 percent). The number of students in higher education had risen from 100,000 in 1960 to 1.3 million in 1987, and the proportion of college-age students in higher education institutions was second only to the United States.

Can Pakistan learn from the South Korean experience that explains the important role of education in its evolution from one of the world's poorest countries 50 years ago eating dogs to fuel the stomach, into a major economic success today?

A serious look at the state of the world raises a question regarding the thought process of Pakistan’s decision makers. Years of traditional education are no guarantee of a mature intellect. Entrenched mentalities need to change or institutions will continue to play the same old games and repeat the same old tunes. Schools of the future have an opportunity and responsibility to change the tune. Asif J. Mir Organizational Transformation

Child Labor

We often hear about goals of education relate to ‘meeting our children’s needs,’ ‘responsible citizenship’ and ‘equipping students for the future.’ Yet, what do such goals mean when millions of our children are forced to work? How much actual attention is given to the circumstances of this segment of our future? How much consideration is given to the needs not only of this generation but future generations? How seriously do we care about human values when we see around innocent child laborers selling newspapers at traffic lights, serving tea at kiosks, or weaving a carpet? Is this the future we are talking about? How might we enhance the quality of our responses to unmet poor children’s needs? How might we begin to contribute more effectively to building cultures of peace and sustainable futures? No easy answers.

That the shameful practice of child labor should have played an important role in the Industrial Revolution from its outset is not to be wondered at. The displaced working classes, from the seventeenth century on, took it for granted that a family would not be able to support itself if the children were not employed. The children of the poor were forced by economic conditions to work, as Charles Dickens, with his family in debtor's prison, worked at age 12 in the Blacking Factory. In 1840 perhaps only twenty percent of the children of London had any schooling, a number which had risen by 1860, when perhaps half of the children between 5 and 15 were in some sort of school, if only a day school (of the sort in which Dickens's Pip finds himself in Great Expectations) or a Sunday school; the others were working.

Child labor is a pervasive problem. Children work for a variety of reasons, the most important being poverty and the induced pressure upon them to escape from this plight. Though children are not well paid, they still serve as major contributors to family income in Pakistan. Schooling problems also contribute to child labor, whether it is the inaccessibility of schools or the lack of quality education which spurs parents to enter their children in more profitable pursuits. Traditional factors such as rigid cultural and social roles in Pakistan further limit educational attainment and increase child labor.

There are 19 million working children in Pakistan, 7 million below the age of 10 and 12 million between the ages of 10-14. Everyday sun sets by shoving over 100 children into the labor market. The number of child workers under 15 years is estimated to be not less than 8 million. Punjab accounts for 60% of the total child labor. More than two-thirds of child laborers are working in the agricultural sector. Of 20 million bonded laborers 7.5 million are children and 1.2 million children are bonded in the carpet factories. Nearly 250,000 children working in brick kilns are bonded laborers, driven into a miserable state by the fact that their entire families have been 'pawned' to the owners by virtue of their having pledged their labor in return for some money taken. Children are sometimes kidnapped to be used as forced labor.

The newly emerged affluent class in urban cities employs some 6.7% of female child workers in domestic help. These domestic workers generally have to work for 15 hours a day, seven days a week.

Bonded labor, a contemporary form of slavery according to the UN definition, unfortunately holds strong in certain sectors in Pakistan, such as brick manufacture, construction, sports goods manufacture and carpet-weaving.

Demand for child labor is so high that children are often sold by desperate parents. They are then forced to work long hours, day and night, unable to attend school, and often subject to abuse and malnourishment. This perpetuates a cycle of poverty since most of these children never get the education and training needed to obtain a livable wage.

As a peace educator, human rights activist and a father of seven year old son, I am the first to admit that we have done nothing to halt child labor and just about 19 million child laborers continue to work in Pakistan. What inconsequential the government has done is measly cosmetics. This is just to show to the West that child labor is not involved in the production of export oriented goods. We have done nothing to remove the horrific and reckless conditions that push children to child labor. Rather than working together to help build a better world, in which poor children have the possibility to live, to laugh, to play, to share, to care and to transform into responsible citizens, we may fatalistically accept a foreclosed future. Rather than building intergenerational partnerships, the well being of children today and of successive generations may be stolen or colonized through our lack of quality responses.

We can, we must, and we should stop the exploitation of children. In 1999, when the member states of the ILO unanimously voted to adopt Convention 182 on the Worst Forms of Child Labor, the world community made a commitment to stop the suffering of millions of children. It was recognized that ending the commercial exploitation of children must be one of humankind's top priorities. It was accepted as a cause that demands immediate attention and a high priority action. Caught in a nightmare that never seems to end, a significant part of Pakistan’s future endures the worst forms of child labor. More than just words and passing resolutions, child labor is a part of the reality of our world today. No one will say that children should suffer. No one will support that children should work 14 hours a day. But who will step forward to stop this? (www.asifjmir.com)

Globalization & the Poor

The urbanization of poverty is being propelled by a tremendous increase in the transnational movement of people and capital. The rapid transfer of money and jobs to cities and countries where cheap labor can be found has fueled by a race to the bottom. For the urban poor who are impacted by this race, there are no winners, and the losers will most likely find themselves among the projected two billion people who will be living in slums by 2030.

Hardest hit by globalization are women and children - the most vulnerable of urban dwellers. Poor women are becoming increasingly marginalized as the feminization of poverty manifests itself in many parts of the world.

The positive aspects of globalization, including greater longevity, increased literacy, lower infant mortality and wider access to infrastructure and social services, mask the unfortunate truth that these benefits are not being shared equally. The effects of globalization on cities – both positive and negative – need to be better understood if public policy is to be effective in bettering the lives of those who live in them.

Under globalization, manufacturing activities in cities have been relocated offshore to the developing economies whose lower labor costs, lower taxes and less rigorous environmental protection enable higher profits. The socio-economic consequences of globalization weaken access to basic infrastructure and housing, fuel the creation and expansion of slums, and reinforce the negative environmental and health impacts affecting the urban poor in many cities.

Demographic shifts, including transnational migration and poor integration of ethnic and racial groups, add impetus to these changes. So, too, does the ability (or not) of households and individual people to cope with rapid economic change. Those on the losing end of these changes can easily find themselves confronted with the loss of jobs, and the consequent sale of assets in order to survive, converting them into the new poor, leaving them even more insecure and vulnerable in the face of economic change.

The last two decades have witnessed a transformation of the global economy, which has led to vast economic, social and political realignments in many countries and cities. The trend towards open markets has enriched some countries and cities tremendously, while others have suffered greatly. World trade in this period has grown from about US$580 billion in 1980 to US$6.3 trillion in 2004—11-fold increase. Flows of capital, labor, technology and information have also increased tremendously.

Among the losers in this race are female workers, whose wage levels and working conditions have declined as a result of the dropping of barriers to footloose industries. This same dynamic is evident inside individual cities as well, leaving many people unable to obtain stable jobs and incomes. This leads to changes in patterns of social inclusion and exclusion across cities, often along racial and ethnic lines.

The distribution of the fruits of globalization reflects private-sector judgments about the expected financial returns to these investments, their security, and the economic and political environments in which they occur. Corporations have tended to concentrate direct investment in ten countries, including China, Brazil, Mexico, Indonesia and Thailand. In stark comparison, the poorest countries have seen no such investment.

The vacuum created by footloose industries is rarely filled by job opportunities for the poor. Rather, any new jobs tend to be in knowledge-intensive industries, many requiring university-level education.

The race also occurs within individual cities, resulting in job losses where large segments of the labor force have to shift from one sector to another. The urban poor are losing jobs and benefits and must now find other income-generating opportunities in the informal sector, which offer no security or benefits.

The loss of secure jobs with secure community roots fosters an informalization of the urban economy, with more people eking out a living in unregulated sectors. Several economic processes converge to informalize employment and other aspects of urban life. The closing of formal-sector enterprises often coincides with the downsizing of ancillary industries and services. As one industry declines – as with light engineering in Karachi - incomes in the city as a whole reduce. Former employees are no longer able to purchase services on the street; hence, street vendors also suffer. Simultaneously, if utility tariffs increase, other enterprises suffer and are forced to reduce their operations or close altogether.

Globalization has set cities against each other in a desperate competition for a share of highly mobile capital and trade. The needs and desires of global capital must be balanced with policies based on the needs of the region’s own inhabitants. Otherwise, any effort to alleviate urban poverty will expire, as meaningless gestures that provide little more than temporary relief – and the gap between rich and poor will continue to grow larger.

Jobs, consumption patterns and opportunities for social mobility are all easily influenced by external factors. This instability can be manifested in both national and local contexts through at least four important channels: patterns of investment, labor markets, prices and public expenditures. Moreover, they occur in different locations within the city, creating patchworks of decay, renewal, and economic revitalization. The challenge for national and local authorities is to identify which kinds of changes are occurring, or better still, which types of changes can be anticipated, in order to consider whether there are measures that can cushion or mitigate these impacts. To do that, changes must be anticipated and capital set aside to deal with them.

While government may feel its budget is severely constrained, it needs to apply discipline to save some of their resources for these future needs. This does not mean borrowing and thereby passing on debts to future generations. It means saving for the future. In reality, this saving is an insurance policy against future unknowns. Having such resources at hand allows decision-makers to face the future more confidently and to smooth out the impacts of volatile changes in the global economy at large. (www.asifjmir.com)