Redesign –Rethink – Refocus for the future of education!!!

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If we teach today as we taught yesterday, we rob our children of tomorrow” – John Dewey

Let us, deep dive, into the above quote by pondering upon the below two statements!

Old Statement: 22nd-century students are being taught by 21st-century faculty using 20th-century curriculum and techniques as on the 19th-century calendar – as stated by TomHierck.

New Statement: Teaching 22nd-Century Students in 21st-Century Buildings with a 20th-Century Educational Design – as witnessed by all of us at present!

Let us now try to reflect on the below interrogations:

  1. What is the validity of Outcome-oriented Education,Competency-based Education in the Digital Age?
  2. What is the objective of Higher Education – Entertaining or Engaging or Educatingor Excellence?
  3. What is the outcome of Higher Education – Transaction or Transition or Transformation?

Outcome-oriented education (OBE), Competency-based education (CBE)have recently been discussed intensively in the Higher Education community. The competency-based approach is often conflated with outcome-based education. Although these two approaches are not the same in their details, competency-based learning and teaching are oriented around the outcomes that need to be attained.

Forlucidness, the opinions have been tabulated for ease of understanding of each element in different practical dimensions.

Teacher-Centred vs Learner-Centred [From OBE to CBE]
Elements Teacher-Centred Learner-Centred
KnowledgeTransmitted from InstructionConstructed by Students
Textbook DrivenResearch Driven
Content Oriented / Outcome Oriented Process Oriented
Knowledge-BasedInquiry & Research-Based
Student ParticipationPassiveActive
Knowledge is transmitted from Instructor to LearnerLearners construct knowledge through gathering and analysing information
Instructor talks while learners passively listen Learners interact with the instructor and each other
Role of TeachersOperational / AuthorityFacilitator / Coach / Guide / Co-learner & Professional
Teachers are performers & Students are the spectatorsTeachers and Students are Collaborators & Co-creator.
Focus on Instruction Focus on Learning & Lifelong Learning
Teachers work more than the studentsStudents work more than the teachers
Teachers practice more than the studentsStudents practice more than teachers
Role of AssessmentTest & Case Study for mainly gradingProblem & Project-based learning for ongoing feedback
One Dimensional Testing Multidimensional Testing
Knowing Correct Answer Developing Deeper Understanding
Academic Culture Competitive, Individualistic Collaborative, Supportive
Reflection / MotivationBetween selves and Teacher’s Yard diskBetween current and future selves
Memorizing Thinking (Higher Order)
Instructional StrategiesLecture & Case StudyDiscussion, Presentation, Reflection, cooperative learning, simulations, games, discovery learning, problem and project-based, Inquiry & Research-based
Learning starts from Outside Learning starts from within
Curriculum GoalsProduct Oriented (What)Process Oriented (How & Why)
Disciplinary Based Interdisciplinary Based
Fragmented Curriculum Integrated Curriculum
Curriculum derives it It derives Curriculum
Types of CurriculumsStandard “One Size Fits All”Topic Based
Subject Centred Theme Based
Project Based
Type of Courses Value-Added Course Self-Study Course
Open – Elective Course Independent Study Course
Content Subject Centric Learner Centric
Focus is on Content (“Knows”) Focus is on Outcomes (“Does”)
Teacher responsible for Content Shared responsibility between Teacher and Learner
Time Emphasis on Time-Based Learning De-Emphasis on Time-Based Learning
Teaching – Learning Focuses on Knowledge Acquisition Focuses on Knowledge Application, Knowledge Construction, attitude, and skills
Little Opportunity for Feedback
Student Role Direction Follower Problem Solver
Student Involvement in Outcomes Decreased Responsibility Increased Responsibility
Principle Learning Theory Behaviourism, Cognitivism Constructivism, Connectivism
Perspective Training, Tutoring Development, Lifelong Learning
Syllabus Coverage Covering Subject Matter Constructing Understanding
Time-Based& Time is fixed. Learning is variable. Process & Performance Based. Learning is fixed. Time is variable
Assessment Assessment is used to monitor learning Assessment is used to monitor and diagnose learning
Emphasis on the right answer Emphasis on generating better questions and learning from errors
Summative Assessment Formative Assessment
Indirect, Subjective Directive, Objective
Methods include written and viva Methods directly assess the desired competency through problem, project, and research
Norm-referenced (as compared with peers) Criteria referenced (Compared with Objective Standard Variables)
Curriculum Design Fragmented Curriculum Integrated Curriculum
The curriculum is based on Topics and Content The curriculum is based on Job Competencies & Skills
Learning Strategy Isolation Integration, Infusion, Collaboration, and Co-Design
Educational Output Employment Needs Employable Needs
Entrepreneurship Motivated

Conclusion :

“The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn and relearn” – Alvin Toffler

Higher Education must go a long way to cater to the dynamic trends of the future of Education in the years 2023… the year 2030… the year 2050 targets. Reformofthe present education system is relatively essential now. So,as educators let us take a pledgeon the 3 R’s (Redesign –Rethink – Refocus) for the future of education!!!

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