Abstract
The rapidity of transition we experience today is bringing great gains to humanity while also creating disruptions and generating uncertainties. New ways of living as well as new livelihoods will be needed, compelling us to shift away from the present ‘culture transfer’ and examination-oriented model of education to a process-oriented, child-centred one. A more discerning approach to parenting is important too.
We envisage children growing up as autonomous learners who see themselves in connection with others as well as the environment, as citizens of the world. This has implications for education in terms of what will be learnt, with the focus going beyond ‘content’ to higher-order aspects, cross-curricular approaches, emotional development and compassion. Reaching all learners, especially those from marginalized groups, is a central concern to equip all sections of our population for the unfolding century. We elaborate on the different aspects that would make for high-quality education, preservation of cultural diversity and the promotion of resilience as well as equity. Such expectations run the risk of being idealistic in the absence of strategies and hence we suggest approaches to enable systemic change in education. A holistic process that supports synchronized change across the different components of a system is critical to bringing about a lasting change in the interest of children’s development and education in the twenty-first century.
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Joshi, P., Shukla, S. (2019). Education in a Changing World. In: Child Development and Education in the Twenty-First Century. Springer, Singapore. https://doi.org/10.1007/978-981-13-9258-0_9
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