scholarly journals Developing curriculum design for the 21st century – Balancing the need of character building and meeting other emerging needs of the future

2020 ◽  
pp. 1-10
Author(s):  
Soo Boon Ng ◽  
Keyword(s):  
21St Century ◽  
Curriculum Design ◽  
Cognitive Skills ◽  
Common Good ◽  
Industrial Revolution ◽  
Belief Systems ◽  
Future Generation ◽  
Knowledge And Skills ◽  
The Future ◽  
Character Building

21st century is a challenging time both in the technological sphere as well as in education and social front. The advent of Industrial Revolution 4.0 with the seemingly unstoppable rapidly advancing and proliferation of emerging technologies such as Artificial Intelligence, Internet of things, 3D printing infiltrating our everyday living brought forward the need to keep abreast of latest inventions as it was repeatedly emphasized that future jobs hinges on knowledge and skills in these inventions and skills. However, surfacing at the same time is the changes in the social fabrics and social cohesion as well as family values and belief systems. Fast changes creates more social inequality and confusion in our traditional value system. Society is increasingly plague with dichotomy and conflicts, the line between just and injustice as well as rights and wrongs is blurring. As education is preparing the learners for the future, educators grapple with a future which is rather unknown and try to figure out the perceived needs of this century ranging from technological skills, cognitive skills, learning skills, literacy skills, life skills, social skills to intrapersonal skills. There is an urgent need to determine our priority, how should we package all these knowledge and skills into school curriculum? Should the curriculum design be more humanistic or retain the largely behaviouristic one embraced in the last century. Competence based curriculum proposed by UNESCO IBE seems to be a preferred curriculum design in many countries. Competence based curriculum which has been used widely in technical courses is widening its scope to include values and ethics. Could values and character building be stated sufficiently in the form of competence? It is my view that character building and values is best look upon from the practice and ethics perspective and this requires strategic and deep thinking. A thinking based curriculum cannot be void of these character building and values components, it should be enhanced by them. Core competences required to fulfil the Sustainable Development Goals in the UNESCO 2030 agenda has an undertone of values and ethics and should be the focus of the curriculum design of the 21st century. Truly in this century the need to develop the future generation of learning to be, learning to live together, learning to know, and learning to do, the four pillars uphold by UNESCO is so much relevant and needed. There is a need to harmonize humanistic curriculum design with behaviouristic curriculum design as we embrace transformation in the way we do things and we live our everyday life brought about through Industrial Revolution 4.0. We need to look inward spiritually and to develop the inner being so that we can live in peace with ourselves, with others and make decisions for the common good of all. Any content oriented curriculum do not need to be void of character building if we adopt pedagogies requiring students to think through ethical dilemmas and propose best course of action in the face of conflicting choices (Chowning & Fraser, 2007; Kelley, & Knowles, 2016). At the same time, future curriculum need to break away from the present subject based design but to look beyond, moving into more multidisciplinary, trans-disciplinary where the lines between subjects are blurring, where big ideas are being explored and where learning can be more holistic and meaningful.

scholarly journals The Essential Ingredients of a Future Curriculum Design

2020 ◽  
Vol 3 (1) ◽  
pp. 9-20
Author(s):  
Regina Joseph Cyril ◽  
Keyword(s):  
Artificial Intelligence ◽  
Curriculum Design ◽  
Common Good ◽  
Future Generation ◽  
Rapid Rate ◽  
Human Beings ◽  
The Common ◽  
Survival Skills ◽  
The Stability ◽  
The Right

The advent of industrialization and the advancement of technology at a rapid rate has been a concern for countries that aim to meet the demands of globalization and future job markets. The stability of a country’s economy is the aspiration of politicians as opposed to equipping individuals with survival skills to live in a sustainable world as human beings capable of solving problems. What are the essential ingredients for our future generation? The curriculum should produce individuals who can solve problems in the future regardless of the circumstances or a generation equipped with knowledge for future jobs, which are non-existent now. The targeted product should be a human being who is able to balance the demands of modernization through knowledge of artificial intelligence or a holistic individual who can balance mind and matter to thrive in a sustainable world for the common good of our planet and its citizens. This paper attempts to study the right ingredients needed for a future curriculum design by examining what is lacking now and recommending a design suited for sustainable economic and ecological living.

scholarly journals URGENSI MANAJEMEN SEKOLAH DALAM MEMBENTUK KARAKTER ANAK

2018 ◽  
Vol 2 (2a) ◽  
pp. 66-77
Author(s):  
Suriadi Samsuri
Keyword(s):  
High School ◽  
School Culture ◽  
Character Education ◽  
Junior High School ◽  
Future Generation ◽  
Early Age ◽  
Nation Formation ◽  
The Future ◽  
Character Building ◽  
Exemplary Practice

ABSTRAK   Pendidikan karakter harus dimulai sejak dini. Karena anak-anak adalah generasi penerus bangsa. Pembentukan karakter sejak usia dini sangat mempengaruhi karakter masa depan bangsa ini. Membangun karakter akan tumbuh dengan baik, jika dalam proses pertumbuhan mereka mendapat perhatian dan bimbingan dari orang tua dan sekolah. Mengelola karakter anak-anak tidak cukup hanya melalui pembelajaran di kelas, tetapi sekolah harus menerapkan sebuah pembelajaran melalui pembiasaan atau budaya sekolah. Kegiatan pembiasaan yang dilakukan oleh Madrasah Tebas Parit Jawai, Kabupaten Sambas bukan hanya memberikan perintah, tetapi guru memberikan contoh praktis secara langsung  kepada anak-anak   Kata Kunci : Manajemen, Karakter, Anak.   ABSTRACT   Character education must begin early. Because children are the future generation of the nation. Formation of characters from an early age greatly influences the future character of this nation. Character building will grow well, if in the process of growth they get attention and guidance from parents and school. Managing children's character is not enough to only be taught through classroom subjects, but schools also apply it through habituation or school culture. Habitual activities carried out by the Parit Jawai Private Islamic Junior High School Madrasah Tebas, Sambas District are not just orders, but the teacher gives direct or exemplary practice to the children. Keyword:  Management, Character, Childrent

scholarly journals Education of population for the future and the future of education

Stanovnistvo ◽  
2017 ◽  
Vol 55 (1) ◽  
pp. 63-85
Author(s):  
Biljana Jovanovic-Gavrilovic ◽  
Biljana Radivojevic
Keyword(s):  
Sustainable Development ◽  
Human Capital ◽  
Industrial Revolution ◽  
Knowledge And Skills ◽  
Fourth Industrial Revolution ◽  
The World ◽  
The Future ◽  
Future Of Education ◽  
The Impact

The key to the future of any country in the modern world lies in the knowledge, skills and talent of its population. This gives a special importance to education through which human capital is created as an important component of national wealth. Different methods of measuring human capital are found in literature. There is a well-known division into monetary and non-monetary methods, with the latter being specifically addressed in the article. Education plays an important role in achieving sustainable development. Through education, knowledge about sustainable development is acquired while human resources that are capable and willing to achieve this development are created. Education, just like sustainable development, has a long-time perspective. In both cases, the interests of the future are respected when making decisions in the present. The impact of education on sustainable development is manifested through all three of its dimensions ? economic, social and environmental. The key role of education for achieving sustainable development has been globally recognized and embedded in relevant United Nations documents, including a new global development agenda by 2030, focusing on the Sustainable Development Goals, of which Objective 4 explicitly refers to education. The European Union also pays considerable attention to education for the future in the context of the commitment of its members to achieve sustainable development. Serbia, at least declaratively, follows it, given the orientation of the country to join this regional integration. The future of education is under the strong influence of global mega trends, especially the Fourth Industrial Revolution, which strongly influences the world of work and the necessary knowledge and skills. During the earlier industrial revolutions, it took several decades to build appropriate education and training systems, but there is no time for that now. Changes must be anticipated, and reactions should be quick. The quality of educational systems of countries around the world and their preparedness for the challenges of the new age can be evaluated on the basis of the results of the Program for International Student Assessment ? PISA, the most important research in the field of education, which, under the auspices of the OECD, tests the knowledge and skills of fifteen-year-olds, and relying on the composite indicator introduced by the World Economic Forum ? Global Human Capital Index (GHCI). The results for Serbia are generally discouraging, but in some segments, they point to the country?s hidden potentials that should be activated. Education represents the development opportunity of Serbia at the threshold of the Fourth Industrial Revolution. As a small and economically country, Serbia should not remain at the margin of events, in the role of a passive observer. On the contrary, through adapting its education system to the demands of time by adequate financial and institutional support, thus improving human capital of the people, Serbia can find its place in a changing labor market and create preconditions for dynamic and sustainable economic development.

scholarly journals New tendencies in the development of environmental movements in the 21st century

Napredak ◽  
2020 ◽  
Vol 1 (3) ◽  
pp. 97-114
Author(s):  
Darko Nadić
Keyword(s):  
21St Century ◽  
Social Transformation ◽  
Common Good ◽  
Ad Hoc ◽  
Environmental Crisis ◽  
Environmental Movements ◽  
Global Environmental ◽  
The Future ◽  
The Subject ◽  
The Common

Environmental movements are continuing to demonstrate their relevance and innovative tendencies in the 21st century. Environmental problems are as yet unresolved in this century, the global environmental crisis exists, but the policies of green parties, which arose from environmental movements, have not yielded adequate results. The paper presents the origins of environmental movements as well as their separation from new social movements. In the context of this separation, the paper explores the stages of development of environmental movements from their inception to the present day and compares the activities of these movements, from protest to pacification and marginalization, through "corporate" eco-movements, to the creation of so-called communal eco communities which could figure as environmental movements in the future. Based on the development of environmental movements so far, their future in this century is considered, as well as new tendencies and trends. In this sense, the subject of analysis are movements such as the "Economy for the Common Good", which aims at not only environmental but also complete social transformation, and current and ad hoc movements such as "Extinction Rebellion" and "Fridays for Future". Special emphasis is placed on offshoots, such as "influencer ecologism", "celebrity ecologism" and "tabloid ecologism", that are presented as initiatives that could possibly create environmental movements in the future.

Incubating innovation in university settings: building entrepreneurial mindsets in the future generation of innovative emerging market leaders

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Virginia Bodolica ◽  
Martin Spraggon
Keyword(s):  
Higher Education ◽  
Diffusion Of Innovation ◽  
Emerging Economies ◽  
Curriculum Design ◽  
Best Practice ◽  
Emerging Market ◽  
Future Generation ◽  
Entrepreneurial Intention ◽  
Content Type ◽  
The Future

PurposeOne of the most discernible initiatives of entrepreneurial universities constitutes the launch of innovation centers, where students and alumni can incubate their business ideas and collaborate on innovative projects with the purpose of converting them into start-up ventures. While incubators and accelerators are quintessential in Western academic contexts, educational institutions in emerging economies are lagging behind in the preparation of future-ready business leaders via the establishment of hubs that stimulate entrepreneurial intention and diffusion of innovation.Design/methodology/approachIn this conceptual paper, the authors seek to contribute to the development of entrepreneurial education ecosystems in less advanced regions of the world through the activation of university-based centers of innovation. The authors rely on a general review of the specialized literature to identify best practice insights pertaining to curriculum design and draw on the combined expertise of the authors’ research team in delivering entrepreneurship and innovation (under)graduate courses and executive education programs in emerging countries.FindingsThe authors conceptualize the mission, vision and curriculum of an innovation hub that can be adopted by any institution of higher education from transitional and emerging market settings to build powerful entrepreneurial mindsets in the future generation of innovative leaders. The proposed innovation hub curriculum incorporates a number of practically relevant and learning boosting activities, including the “So, You Think You Can Innovate?” competition, networking events and guest speakers and training seminars and workshops.Originality/valueTo keep up with changing industry dynamics and secure the relevance of their programs, institutions of higher education in emerging economies need to embrace entrepreneurial models of instruction. They ought to allocate temporal, physical and mental spaces and infrastructure to students to facilitate the generation of innovative concepts and encourage them toward commercialization.

Cognitive Skills Development at Higher Educational Level in the Fourth Industrial Revolution

2019 ◽  
pp. 126-157
Author(s):  
Ziska Fields
Keyword(s):  
Higher Education ◽  
Educational Level ◽  
Cognitive Skills ◽  
Industrial Revolution ◽  
Secondary Data ◽  
Traditional Education ◽  
Skills Development ◽  
Fourth Industrial Revolution ◽  
The Future ◽  
Fostering Creativity

To compete in the workplace of the Fourth Industrial Revolution, cognitive skills development is critical. The traditional education system is not geared to prepare students for the demands of the future workplace and the disruptions of the Fourth Industrial Revolution and beyond. The objective of this chapter is to explore the development of cognitive skills in higher education with a specific focus on creativity. The chapter explains that higher education institutions need to place greater emphasis on developing cognitive skills and different types of intelligences to meet the demands of the future workplace. Fostering creativity is particularly important in this regard. The chapter presents two ways of assessing creativity and three techniques to develop this key skill in students. The author used qualitatively summarized evidence on the topic using informal and subjective methods to collect and interpret studies and secondary data.

scholarly journals Problematika dan Tantangan Santri di Era Revolusi Industri 4.0

2020 ◽  
Vol 14 (1) ◽  
pp. 57
Author(s):  
Dewi Lisnawati
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Industrial Revolution ◽  
Self Regulation ◽  
Educational Institutions ◽  
Learning Methods ◽  
Character Building ◽  
Curriculum Renewal

Pesantren is one of the oldest educational institutions in Indonesia that has better capabilities than other educational institutions in terms of character building. Based on the results of previous studies explained that the students have some strong positive characters and weak positive characters. Five strong positive characters in the students themselves are gratitude, fairness, citizenship, kindness and hope. While weak positive characters include self regulation, bravery, creativity, perspective, and humor. Some of these weak positive characters if related to the four 21st century skills competencies, these weak positive characters can be challenges and obstacles of students in the industrial revolution era 4.0. To answer these challenges the pesantren especially the traditional pesantren must start responding actively through curriculum renewal and learning methods, but without eliminating the culture, values ​​and characteristics of the traditional pesantren.

scholarly journals How to Prepare Students for the 4th Industrial Revolution Society

2020 ◽  
Vol 7 ◽  
pp. 17-27
Author(s):  
Eunjoo Oh
Keyword(s):  
Big Data ◽  
Data Analysis ◽  
Augmented Reality ◽  
Internet Of Things ◽  
Mobile Devices ◽  
Curriculum Design ◽  
Industrial Revolution ◽  
Survey Method ◽  
Knowledge And Skills ◽  
Research Goal

This paper aims to examine how universities prepare students for meeting the job needs in the 4th industrial revolution society and suggest a curriculum to meet the students’ needs. In order to achieve the research goal, a survey method was used. According to Wikipedia, the 4th industrial revolution consists of various technological components such as mobile devices, Internet of things Platforms, big data, and augmented reality. This study attempted to determine whether the university’s curriculum is designed to prepare students for obtaining the knowledge and skills necessary in society. It also examined how students perceive their abilities to handle technologies and get jobs in the changing society. Based on the data analysis, suggestions were made to adjust a curriculum design for future changes.

scholarly journals Conventional Sewer Systems Are Too Time-Consuming, Costly and Inflexible to Meet the Challenges of the 21st Century

2020 ◽  
Vol 12 (16) ◽  
pp. 6518 ◽  
Author(s):  
Gunilla Öberg ◽  
Geneviève S. Metson ◽  
Yusuke Kuwayama ◽  
Steven A. Conrad
Keyword(s):  
Population Growth ◽  
21St Century ◽  
Urban Areas ◽  
Future Generation ◽  
Conventional Model ◽  
Sewer Systems ◽  
The World ◽  
The Future

There is an urgent need for innovation in the sanitation sector because the conventional model (toilet-to-sewer-to-treatment) is too time-consuming and costly, and alternatives are lacking. We estimate the challenge ahead by developing scenarios for 60 of the fastest-growing urban conglomerates in the World. We find that the majority would need to build out their sewer systems at a rate that is ten to 50 times higher than the highest rate for any project in the World Bank’s database, which is unrealistic. We also carry out a case study of Lagos, Nigeria, which suggests that, in any given year, 14–37% of Lagos State’s budget would need to be invested to provide sanitation to the presently underserviced population while keeping up with population growth, which also is unrealistic. Our study provides clear evidence that the conventional model for sanitation is unworkable for rapidly growing urban areas. We conclude there is an urgent need to encourage and fund projects that promote innovations that can tackle the three core challenges: can be built sufficiently quickly, are flexible, and affordable. This is not likely to happen unless the future generation is systematically trained and educated to creatively support innovation in sustainable sanitation.

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