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

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

Education System: Reengineering

Education should be the high priority of the government. It should be recognized as one of the fundamental rights of a citizen and universal access to every citizen. Pakistan’s sustained economic growth can only be achieved with higher emphasis on timely investment in education. This can pay rewarding dividends for future economic growth and well being of the society as a whole.

Physical condition of many schools in the province is a fundamental problem that should have been undertaken before stepping on to other areas. A factor hindering high attendance is the poor infrastructure. Out of some 60,000 public-sector primary schools - with about 4.5 million students - some 8 percent have no buildings, while thousands more are without drinking water, electricity and toilets. The government must allocate resources for the provision of basic infrastructure and facilities in educational institutions.

The junior teacher that forms the lifeline of the nation, as in making the generation, draws lesser in money than that of an unskilled worker. There are 350,000 teachers in Punjab. Since there is nothing done for their welfare, the slogans like ‘Educated Punjab’ appears a mere hoax.

PTC/ JVT teachers are in grade 7 in provincial government and in grade 9 in federal setup and they draw Rs 2000 and Rs 2600 respectively. The United Nations has defined poverty line as 2 Dollars a day and in Punjab Province alone 350,000 teachers and of them 175,000 is living below poverty line.

The Punjab Ombudsman Report 2004 says, “There were 63,000 schools functioning in the Punjab where nine million students were studying. The second highest number of complaints (1193) was filed against the Education Department. It is strange that while Punjab chief minister is spending million of taxpayer money on personal projection and publicity on the electronic & print media, he has not paid any attention to the Education Department. Every thoughtful Pakistani is upset with Pakistan's system and quality of education. It is tragic and quite ironic that Pakistan ranks among the lowest in the world in term of literacy. Most developed and even developing countries spend six or ten percent of their GDP on education but Pakistan only spends 2. 3 % of its GDP.”

The present education system has failed to disclose before the new generation the founding reasons of Pakistan. The most alarming aspect besides ideological confusion and moral degradation is the falling standard of education. Class distinction in education has been created. Because of this, Pakistani nation is most discreetly broken down into an upper English medium and a lower Urdu medium class. Ironically each school has its own curriculum. The education system needs to be reengineered by every inch. Pakistan studies and the national character should be the fundamental elements.

Creating sectarian cohesion and teaching regional and social parity, a uniform syllabus, system of examination and medium of instructions should be enforced in all educational institutions.

Private institutions, at all levels have failed to maintain a regular quality supremacy over public schools. Private schools have now become an industry. According to the first census of private education institutions there are 22,855 private institutions in Punjab. It can be inferred that private schools have not been able to play a significant role in improving the education system. Since it is a transformed industry, the educational infrastructure provided by private schools is small and have poor facilities and untrained teachers. Some 64% are registered, and 3.4% recognized. The rest are unregistered. Nevertheless many parents prefer the inadequacies of the private sector to the government school, provided that there is one in the vicinity.

Exploitation by private educational institutions in the name of education should be regulated. These institutions should be made to boost standardized education on the one hand and on the other, to embrace all classes of society on basis of merit.

Punjab needs concrete planning but the tools to educate need immediate attention or it will stay as an advertisement gimmick.Asif J. Mir, Organizational Transfortmation

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)