January 1, 2019.

“Think New” approach

THE Fourth Industrial Revolution — defined by evolving technological trends — is already taking shape and has immense potential to change the life of millions of people globally.

While new technologies bring with them many obvious benefits, they must also be anticipated by our education systems in order to adequately prepare our future workforce.

Are education institutions preparing students to succeed in an environment that is increasingly evolving? Are our learning systems fostering curiosity in our young people, adopting future-focused learning approaches and establishing strong education partnerships?

Two-thirds of today’s 5-year olds will find themselves in jobs that do not exist today, according to Deloitte’s Preparing tomorrow’s workforce for the Fourth Industrial Revolution study.

So, how can educational institutions prepare students for the unknown? This question has pushed the boundaries of our education systems as we work towards building a future-ready workforce.

Tasked with the vitally important role of preparing young people for the future of work, schools must allow students to thrive in an environment that values curiosity and encourages innovative thinking.

Teachers need to go beyond the “right” answers and challenge students to reach their full potential. Teaching and learning must give students real-life challenges and problems that require teamwork and creative thinking.

We are already seeing a shift in the skills needed by employees. The capabilities important for the future of work include work readiness, soft skills, technical skills and entrepreneurial skills.

The Economist Intelligence Unit’s Educating for the Future Index highlights the challenge facing all education systems, by comparing the ability of national education systems to equip students with the skills and competencies required for the future of work.

The Educating for the Future Index highlights a cause that New Zealand has been championing for some time.

To be well-prepared for the future, knowledge of traditional subjects is no longer sufficient.

It is crucial that students acquire a set of flexible skills such as creative and analytical skills, entrepreneurial skills, leadership skills, digital and technical skills, and global awareness, in order to respond to the changes caused by new digital technologies.

As a result of such efforts, New Zealand is ranked first in the Educating for the Future Index.

New Zealand is recognised as having the best education system overall, earning full marks for the curriculum framework for future skills, collaboration between education providers and industry, and cultural diversity and tolerance among other measures.

Our “Think New” approach promotes inquisitive and project-based learning while providing flexible learning pathways for students.

Students are encouraged to think independently, critically, creatively, which in turn builds their confidence and results in higher levels of innovation.

Partnerships between institutions have also been instrumental in meeting the needs of young people who are increasingly seeking a variety of global education and career pathways.

For New Zealand, Malaysia has been one of our oldest and closest partners in Southeast Asia, particularly in education.

The coordinated efforts between our two countries in raising education standards and providing the best to our students have been successful thus far.

JOHN LAXON

Regional director South, Southeast Asia & the Middle East Education New Zealand.

This write-up was published by the New Straits Times on January 1, 2019.