Catch the Wave – A New Model of Education for a New World.
March 2021. A better future through a unique system of Education – Want to know more?
A better future through a unique system of Education – Want to know more?
The Fourth Industrial Revolution is here, and it is changing everything. Education is supposed to prepare people for the future of work, however, unemployment stats and economic turmoil threatens careers, in an age where Artificial Intelligence takes over. With big companies unable to provide jobs, prejudice and discrimination in society, poverty, and lack of affordable and relevant education - we are left with disempowered adults that are unable to cope with the future world of work. With the disruption of jobs, especially with the implication of the Covid pandemic, the demand on socioeconomic polarization, require change in our approach to Education (WEF, 2020).
While online education seemed to be booming over the past year, there was also a lot of criticism about virtual teaching & learning (Amiel, Et al. 2007; Qian Xu, 2020). Many Universities battled to revamp curriculums and the format of degree programs to accommodate the new normal, as emerging perspectives require a different approach to learning (Orey, 2010; Tsiligkiris, 2020). And although much has been done, many Higher Learning Institutions simply moved class presentation online with the aid of videos, and learning management systems, to allow for the coordination of mostly multiple-question tests for assessment, and online discussion-groups to type comments, reply, or interact via Zoom. Unfortunately, the efforts merely digitalized the traditional format of teaching instead of revolutionizing the lenses used to interpret the most effective approach (Burquel & Busch, 2020). Progressive education determines that the student needs to be guided towards reflection on the deeper meaning of learning. For example, they need to find solutions to specific problems faced in society, instead of just discussions of difficult theories to improve profitability of their business activities (Cranton, 2002: 65).
Unfortunately, it seems that Educational systems in many countries have not progressively developed enough to deliver meaningful Work Integrated Education (Shields, 2015). I’m not even speaking about qualifications forced to ascribe to certain excessive Quality Control Regulations that can only be adhered to by bureaucracy, for the sake of legal recognition. I’m speaking about alternative learning paths that are ignored by the masses, yet it supports learning for the purpose of learning, and not learning for the sake of a paper to get a job. Many online educational opportunities support a new paradigm that is aligned with the needed job skills for students to be empowered to do the job, never mind if they got a government stamp on it or not (Robinson, 2010). The truth is that as long as you're pursuing your passion, you never actually want to stop learning, because studies never stops when you progressively keep improve yourself, and advance together with technology and research findings to be effective in your vocation. Yes, certain principles remain the same, yet the context wherein it is applied also evolves and education needs to stay relevant. In order for this to be accomplished, the syllabus of subjects, and even the curriculum design that determine the learning path also needs to be flexible (Bush, 2007). And because Quality Control Councils wants to control the way learning takes place (a process that can take 3-5 years for approval), and because it only allows pre-approved content that can be transferred, instead of discovered, many students have chosen to move beyond Colonialized Governmental Accredited Systems, to acquire the knowledge and competencies they need through other institutions.
What about Alternative Self-directed Education?
What will you do to prepare yourself for the future of work when there is no employment available, and you need to create job opportunities for yourself and others in order to survive? While most Universities still focus on training for employment, the system does not support entrepreneurial careers that focus on people’s unique interests, and talents, with flexible subjects and qualifications. Many self-employed, marginally employed adults, and prospective students today are deprived from completing a qualification that support their personal interests, and which can enable them to run their own business (Bryman, 2007). Many can’t get access to local Universities, because their School marks are not high enough, and due to some form of discrimination, or it is simply too expensive. There are opportunities, however, and most Business Incubation programs do provide paths for young people to start a new business and career, but it has hidden costs and partnership agreements that are not always in favour of the young entrepreneur. The good news is that there are alternative Academic-Coaching solutions, and some Online Universities do offer flexible degrees that are accredited by Independent Accreditation bodies that are not government controlled systems. In other words, they offer valid degrees that will help you in your career, but you will not get financial assistance from banks to pay for the studies. And because of this, these Institutions are normally ridiculed as bogus.
But, let’s ask again, why did you want to study? Do you want to learn and equip yourself with the knowledge and tools to excel in your career, especially for self-employed business owners? Or do you still think that a State sponsored degree will guarantee you a job, and provide most suitable relevant information in an age where front office customer service is replaced by robots and even manufacturing is automated, leaving the entry level worker jobless and unable to procure income? Or do you want to pursue your passion, take action, and start your own business. But how will they learn and attain the necessary competencies and insights while working to survive, if the current education system require full-time commitment (whether online or through class attendance). And when part-time distant educational Institutions get overwhelmed with applications, students don’t get the support they deserve and are forced to empower themselves through self-study, or study-guide assisted, research based, self-directed education.
Educational Opportunities: Degrees without exams!
We all want to see change in the world, yet in order to attain the needed transformation, all of us need to be willing to create better work and living environments. We need bold people that are willing to challenge traditions and prejudice in society, and who are willing to work hard to increase their capacity to be better, deliver better results, and create a better society. There is a need for a new breed of Social Entrepreneurs and Global Problem Solvers that drive change and growth in a way that doesn’t deplete the earth’s resources, but rather create a sustainable future for our children (Tae Yoo, 2016). In order to promote such a dynamic also require a different kind of Education System. “Transformative Education” is an approach that guides and influences instead of controlling students learning in a factory-like classroom orientation - where an Education Board decides what and how students should be taught based on their moral codes, and what they perceived the outcomes should be. Meaning centred education has an accelerated flexible curriculum, and is affordable, accessible, work integrated, and relevant, and is not driven to conclusion by writing exams of memorized content as evidence of learning (Callejo Perez. 2009).
Most company directors these days’ agree that employers are looking for individuals who, for example, are able to get an online bachelor’s while implementing the knowledge and skills in their current work environment while studying (MSL Group, 2016). Further, soft skills like teamwork and public speaking are increasingly important, but are not supported enough through current education systems. This is where mentored research and competency-based education to accelerate team collaboration and work-integrated learning, as an alternative model, is better than the traditional credit-hour system. In the future education will not be a tool to get employed anymore — rather, education will be the way to incubate leaders that can transform their world. Transformative leadership focusses on creating an environment wherein change can occur, which is more aligned with educational objectives that is relevant to the needs of society (Bush, 2007: 401; Bryman, 2007: 7, 15).
The kind of incubation model of education that acts as catalyst for transformation.
Meta-Life Coaching, as extension of the Academic Coaching and Incubation programs offered, facilitates innovative Online Education through Blended Distance learning that implement a student centred self-study and research based curriculum. On behalf of our students, we collaborate with various International Universities for a modern relevant syllabus that is focussed on the student’s needs, and support Accelerated Multi-Disciplinary Degrees. That means students that work hard and study faster can obtain their degrees in shorter period of time. It also means that the study program is progressively constructed around student’s subject interests to ensure relevance and practical implementation to cultivate competence in their career. Yes, you have read correctly. The process is not based on formal exam assessments, but is research and project-based in the application of knowledge for assessment of learning. This kind of focus for education is designed primarily for those who did a few courses for professional development, or had completed some vocational training certificates, but it does not fit into a traditional formal programme offered at a traditional University. Neither is on-the-job work experience recognized through a proper RPL system. What if we tell you that the kind of educational outcomes that will most suit the skills and knowledge you need, or degree that you desire, can be attained much quicker? This can be accomplished at more affordable rates and at your own time, in the privacy of your own home, and you get recognized for your hard work. Should you like to know more, please contact me at info@metalifecoaching.co.za, or visit the website at: https://metalifecoaching.co.za/training.php.
References.
Amiel, T; McClendon, V.J; & Orey, M. (2007). A Pedagogical Approach to Writing E-Books. University of Georgia: Educational Psychology and Instructional Technology.
Apte, J. (2009). Facilitating transformative learning: a framework for practice. Australian Journal of Adult Learning. 49(1), April 2009. Available at: http://files.eric.ed.gov/fulltext/EJ864437.pdf [Accessed, 16 April 2015].
Buckley, P; Viechnicki, P; and Baruahttp, A. (2016). The 2016 Deloitte Millennial Survey: Winning over the next generation of leaders. A New Understanding of Millennials: Generational Differences Re-examined. Available at: www.deloitte.com/MillennialSurvey. (Accessed, 07 May 2016).
Burquel, N; & Busch, A. (2020). Lessons for international higher education post COVID-19. University World News. [Online]. Available at: https://www.universityworldnews.com/post.php?story=2020042408501836.
Bush, T. (2007). Educational leadership and management: theory, policy and practice. South African Journal of Education, 27(3), pp.391—406.
Cranton, P. (2002). Teaching for Transformation. New Directions of Adult and Continuing Education, 93, pp.63–71.
Cranton, P. (2006). Understanding and promoting transformative learning: A guide for educators of adults. San Francisco: Jossey-Bass
Callejo Pérez, D.M. (2009). Curriculum and transformation: Rethinking leadership and schools all over again. Journal of Curriculum and Instruction, 3(2), pp.6-21. Available at: http://www.joci.ecu.edu/doi:10.3776/joci.2009.v3n2p6-21.
MSLGROUP. (2016). The Future of Business Citizenship. Peoples Insights Magazine, 3(2). [Online]. Available at: https://www.scribd.com/doc/239886985/The-Future-of-Business-Citizenship-People-s-Insights-Magazine. (Accessed, 03 May 2016).
Orey, M. (2010). Emerging Perspectives on Learning, Teaching, and Technology. Zurich: Jacobs Foundation. Available at: http://www.textbookequity.org/oct/Textbooks/Orey_Emergin_Perspectives_Learning.pdf [Accessed, 14 April 2015].
Qian Xu. (2020). Planning for lockdown and how to emerge out of it. University World News. [Online]. Available at: https://www.universityworldnews.com/post.php?story=20200422155817600.
Robinson, K. 2010. Changing Education Paradigms. The Washington Post. [Online]. Excerpt available at: https://www.washingtonpost.com/news/answer-sheet/wp/2014/03/20/everybody-else-has-seen-this-its-your-turn/ Video at: https://www.ted.com/talks/ken_robinson_changing_education_paradigms. (Accessed, April 2016).
Shields, C.M. (2015). Educational Leadership for a more Democratic and Socially Just Society. An Interview. Available at:
(Accessed, 09 May 2016).
Shields, C.M. (2016). The Promise of Transformative Leadership. University World News, May 2016 (412). [Online]. Available at: http://www.universityworldnews.com/article.php?story=20160503141549626. (Accessed, 09 May 2016).
Tae Yoo. (2016). Developing a New Generation of Global Problem Solvers. The New York Times, [Online]. Available at: http://paidpost.nytimes.com/cisco/developing-a-new-generation-of-global-problem-solvers.html (Accessed, April 2016).
Tsiligkiris, V. (2020). Towards a global delivery model for international higher education. University World News. [Online]. Available at: https://www.universityworldnews.com/post.php?story=2020082111264620.
WEF. (2020). Schools of the Future: Defining new models of education for the Fourth Industrial Revolution. World Economic Forum, January 2020, Ref 09012020.