Future of Education in Pakistan
Wed, 6th May, 2020
Future of Education in Pakistan
At top-ranking global institutions, Thought leaders are producing commentaries and papers on the state of learning in the world. One common and serious concern raised from different parts of the globe is about the widening mismatch between learning outcomes from schooling systems across the world and skill requirements for productive lives in the future, created after 4th generation industrial disruptions.
This is being termed as the ‘global learning crisis’, mainly triggered by the traditional model of schooling where teachers teach uniform content and students are assessed using standardized tests. Futurists are making the case for using new methods and technologies in education for creating a personalized learning experience for everyone in the digital space.
Using traditional teachers for customized teaching for each learner is beyond the affordability limits of even the richest nations. Hence, technology solutions are being explored and developed for a shift from uniform teaching – inherently un-adaptive to the ability level, potential and particular needs of diverse learners – to customized learning.
The foreseeable game-changer seems to be the potential of Artificial Intelligence (AI) in creating an optimal learning experience for each learner in accordance with their abilities, aptitude and backgrounds. Therefore, thought leaders are concertedly drawing policy attention towards the urgency to invest in AI to boost adaptive learning.
In Pakistan, though, the considerations for the education system are different. Our education system is still struggling to enroll 24 million documented out-of-school children. Under immense pressure to meet the constitutional obligation for the Right to Education Act and for global commitments, putting all children in school is the top priority of the government. However, when assessed for learning outcomes, the majority of in-school learners are not significantly doing better than those out of school.
Filling students in over-crowded and multi-grade primary classes can give children their right to be in a classroom – which is only a requisite for their right to ‘education’. The low quality of learning in schools still remains to be an insurmountable challenge. Even 100 percent children enrolled for low-quality learning will not signify any meaningful change in the lives of students, their communities and society overall.
For places like Pakistan, where education systems are still grappling with issues of access, adoption of digital technologies and Artificial Intelligence for personalized learning may seem a far cry. This is particularly true if educational improvement is taken as a linear process, moving from improved access to ensured quality and then to technology adoption. On the contrary, this process is not linear in reality. Technology can precede and tackle issues of access, quality and adaptive learning simultaneously.
Every cycle of the industrial revolution starts with a steep upward loop of progress powered by the ground-breaking technology of the period. The next loop of progress has opened up for taking those upward in the cycle of human progress who have foresight and skills to ride the wave. While looking inwards on the issues of the education system in Pakistan, the government should look outwards and forwards for creating equality of opportunity for better futures and access to comparable quality education for all. Using the power of far-reaching digital platforms, harnessing the potential of many local education technology start-ups, stepping up youth workforce development in the field of AI and unleashing the creative instincts of young learners can do wonders.
The first condition for moving towards technology-assisted education will be a shift in the mindset of policymakers and managers in the public education systems. One can well imagine the worries of education policymakers, decision-makers, managers and teachers who have done things on a pattern set over the last few centuries. However, there should be no apprehension about the readiness of young children and enthusiasm of the youth for riding the wave of change. They are born in different times and are ready to embrace a fast-changing world.
The immense exposure of the ‘digital age’ has prepared and equipped them to convert their challenges into opportunities. All they need is a well-supported entry and positive direction. Time will then take its course. The only difference we can make is ensuring conditions in which our future generations emerge as successful, beneficial human beings with sharp minds and hearts filled with the gifts of love and care.
Second, decision-makers will have to realise and acknowledge that the government alone cannot shoulder this huge responsibility nor can the relevance of other stakeholders be ignored. While the overall policy directions from the federal government are indispensable, the drive and innovations of the private sector, the ownership by provinces, exposure and expertise of freelance professionals and donors, global alignments set by international organisations/for are elements that need to be combined for optimal benefits from emerging and fast-changing scenarios. ‘Education for the Future’ needs to be taken up as a social movement rather than a stereotypical governmental function.
Coming into power with the promise to fast track progress in the country, the current government in Pakistan is at the cusp of this challenging but promising opportunity. I hope the government recognizes and enters the next loop of world progress, to provide springboards for future generations – away from the linearity of set processes and for having faith in the enormous budding talent spread all over the country.
At top-ranking global institutions, Thought leaders are producing commentaries and papers on the state of learning in the world. One common and serious concern raised from different parts of the globe is about the widening mismatch between learning outcomes from schooling systems across the world and skill requirements for productive lives in the future, created after 4th generation industrial disruptions.
This is being termed as the ‘global learning crisis’, mainly triggered by the traditional model of schooling where teachers teach uniform content and students are assessed using standardized tests. Futurists are making the case for using new methods and technologies in education for creating a personalized learning experience for everyone in the digital space.
Using traditional teachers for customized teaching for each learner is beyond the affordability limits of even the richest nations. Hence, technology solutions are being explored and developed for a shift from uniform teaching – inherently un-adaptive to the ability level, potential and particular needs of diverse learners – to customized learning.
The foreseeable game-changer seems to be the potential of Artificial Intelligence (AI) in creating an optimal learning experience for each learner in accordance with their abilities, aptitude and backgrounds. Therefore, thought leaders are concertedly drawing policy attention towards the urgency to invest in AI to boost adaptive learning.
In Pakistan, though, the considerations for the education system are different. Our education system is still struggling to enroll 24 million documented out-of-school children. Under immense pressure to meet the constitutional obligation for the Right to Education Act and for global commitments, putting all children in school is the top priority of the government. However, when assessed for learning outcomes, the majority of in-school learners are not significantly doing better than those out of school.
Filling students in over-crowded and multi-grade primary classes can give children their right to be in a classroom – which is only a requisite for their right to ‘education’. The low quality of learning in schools still remains to be an insurmountable challenge. Even 100 percent children enrolled for low-quality learning will not signify any meaningful change in the lives of students, their communities and society overall.
For places like Pakistan, where education systems are still grappling with issues of access, adoption of digital technologies and Artificial Intelligence for personalized learning may seem a far cry. This is particularly true if educational improvement is taken as a linear process, moving from improved access to ensured quality and then to technology adoption. On the contrary, this process is not linear in reality. Technology can precede and tackle issues of access, quality and adaptive learning simultaneously.
Every cycle of the industrial revolution starts with a steep upward loop of progress powered by the ground-breaking technology of the period. The next loop of progress has opened up for taking those upward in the cycle of human progress who have foresight and skills to ride the wave. While looking inwards on the issues of the education system in Pakistan, the government should look outwards and forwards for creating equality of opportunity for better futures and access to comparable quality education for all. Using the power of far-reaching digital platforms, harnessing the potential of many local education technology start-ups, stepping up youth workforce development in the field of AI and unleashing the creative instincts of young learners can do wonders.
The first condition for moving towards technology-assisted education will be a shift in the mindset of policymakers and managers in the public education systems. One can well imagine the worries of education policymakers, decision-makers, managers and teachers who have done things on a pattern set over the last few centuries. However, there should be no apprehension about the readiness of young children and enthusiasm of the youth for riding the wave of change. They are born in different times and are ready to embrace a fast-changing world.
The immense exposure of the ‘digital age’ has prepared and equipped them to convert their challenges into opportunities. All they need is a well-supported entry and positive direction. Time will then take its course. The only difference we can make is ensuring conditions in which our future generations emerge as successful, beneficial human beings with sharp minds and hearts filled with the gifts of love and care.
Second, decision-makers will have to realise and acknowledge that the government alone cannot shoulder this huge responsibility nor can the relevance of other stakeholders be ignored. While the overall policy directions from the federal government are indispensable, the drive and innovations of the private sector, the ownership by provinces, exposure and expertise of freelance professionals and donors, global alignments set by international organisations/for are elements that need to be combined for optimal benefits from emerging and fast-changing scenarios. ‘Education for the Future’ needs to be taken up as a social movement rather than a stereotypical governmental function.
Coming into power with the promise to fast track progress in the country, the current government in Pakistan is at the cusp of this challenging but promising opportunity. I hope the government recognizes and enters the next loop of world progress, to provide springboards for future generations – away from the linearity of set processes and for having faith in the enormous budding talent spread all over the country.
Future of Education in Pakistan
Wed, 6th May, 2020
Future of Education in Pakistan
At top-ranking global institutions, Thought leaders are producing commentaries and papers on the state of learning in the world. One common and serious concern raised from different parts of the globe is about the widening mismatch between learning outcomes from schooling systems across the world and skill requirements for productive lives in the future, created after 4th generation industrial disruptions.
This is being termed as the ‘global learning crisis’, mainly triggered by the traditional model of schooling where teachers teach uniform content and students are assessed using standardized tests. Futurists are making the case for using new methods and technologies in education for creating a personalized learning experience for everyone in the digital space.
Using traditional teachers for customized teaching for each learner is beyond the affordability limits of even the richest nations. Hence, technology solutions are being explored and developed for a shift from uniform teaching – inherently un-adaptive to the ability level, potential and particular needs of diverse learners – to customized learning.
The foreseeable game-changer seems to be the potential of Artificial Intelligence (AI) in creating an optimal learning experience for each learner in accordance with their abilities, aptitude and backgrounds. Therefore, thought leaders are concertedly drawing policy attention towards the urgency to invest in AI to boost adaptive learning.
In Pakistan, though, the considerations for the education system are different. Our education system is still struggling to enroll 24 million documented out-of-school children. Under immense pressure to meet the constitutional obligation for the Right to Education Act and for global commitments, putting all children in school is the top priority of the government. However, when assessed for learning outcomes, the majority of in-school learners are not significantly doing better than those out of school.
Filling students in over-crowded and multi-grade primary classes can give children their right to be in a classroom – which is only a requisite for their right to ‘education’. The low quality of learning in schools still remains to be an insurmountable challenge. Even 100 percent children enrolled for low-quality learning will not signify any meaningful change in the lives of students, their communities and society overall.
For places like Pakistan, where education systems are still grappling with issues of access, adoption of digital technologies and Artificial Intelligence for personalized learning may seem a far cry. This is particularly true if educational improvement is taken as a linear process, moving from improved access to ensured quality and then to technology adoption. On the contrary, this process is not linear in reality. Technology can precede and tackle issues of access, quality and adaptive learning simultaneously.
Every cycle of the industrial revolution starts with a steep upward loop of progress powered by the ground-breaking technology of the period. The next loop of progress has opened up for taking those upward in the cycle of human progress who have foresight and skills to ride the wave. While looking inwards on the issues of the education system in Pakistan, the government should look outwards and forwards for creating equality of opportunity for better futures and access to comparable quality education for all. Using the power of far-reaching digital platforms, harnessing the potential of many local education technology start-ups, stepping up youth workforce development in the field of AI and unleashing the creative instincts of young learners can do wonders.
The first condition for moving towards technology-assisted education will be a shift in the mindset of policymakers and managers in the public education systems. One can well imagine the worries of education policymakers, decision-makers, managers and teachers who have done things on a pattern set over the last few centuries. However, there should be no apprehension about the readiness of young children and enthusiasm of the youth for riding the wave of change. They are born in different times and are ready to embrace a fast-changing world.
The immense exposure of the ‘digital age’ has prepared and equipped them to convert their challenges into opportunities. All they need is a well-supported entry and positive direction. Time will then take its course. The only difference we can make is ensuring conditions in which our future generations emerge as successful, beneficial human beings with sharp minds and hearts filled with the gifts of love and care.
Second, decision-makers will have to realise and acknowledge that the government alone cannot shoulder this huge responsibility nor can the relevance of other stakeholders be ignored. While the overall policy directions from the federal government are indispensable, the drive and innovations of the private sector, the ownership by provinces, exposure and expertise of freelance professionals and donors, global alignments set by international organisations/for are elements that need to be combined for optimal benefits from emerging and fast-changing scenarios. ‘Education for the Future’ needs to be taken up as a social movement rather than a stereotypical governmental function.
Coming into power with the promise to fast track progress in the country, the current government in Pakistan is at the cusp of this challenging but promising opportunity. I hope the government recognizes and enters the next loop of world progress, to provide springboards for future generations – away from the linearity of set processes and for having faith in the enormous budding talent spread all over the country.
At top-ranking global institutions, Thought leaders are producing commentaries and papers on the state of learning in the world. One common and serious concern raised from different parts of the globe is about the widening mismatch between learning outcomes from schooling systems across the world and skill requirements for productive lives in the future, created after 4th generation industrial disruptions.
This is being termed as the ‘global learning crisis’, mainly triggered by the traditional model of schooling where teachers teach uniform content and students are assessed using standardized tests. Futurists are making the case for using new methods and technologies in education for creating a personalized learning experience for everyone in the digital space.
Using traditional teachers for customized teaching for each learner is beyond the affordability limits of even the richest nations. Hence, technology solutions are being explored and developed for a shift from uniform teaching – inherently un-adaptive to the ability level, potential and particular needs of diverse learners – to customized learning.
The foreseeable game-changer seems to be the potential of Artificial Intelligence (AI) in creating an optimal learning experience for each learner in accordance with their abilities, aptitude and backgrounds. Therefore, thought leaders are concertedly drawing policy attention towards the urgency to invest in AI to boost adaptive learning.
In Pakistan, though, the considerations for the education system are different. Our education system is still struggling to enroll 24 million documented out-of-school children. Under immense pressure to meet the constitutional obligation for the Right to Education Act and for global commitments, putting all children in school is the top priority of the government. However, when assessed for learning outcomes, the majority of in-school learners are not significantly doing better than those out of school.
Filling students in over-crowded and multi-grade primary classes can give children their right to be in a classroom – which is only a requisite for their right to ‘education’. The low quality of learning in schools still remains to be an insurmountable challenge. Even 100 percent children enrolled for low-quality learning will not signify any meaningful change in the lives of students, their communities and society overall.
For places like Pakistan, where education systems are still grappling with issues of access, adoption of digital technologies and Artificial Intelligence for personalized learning may seem a far cry. This is particularly true if educational improvement is taken as a linear process, moving from improved access to ensured quality and then to technology adoption. On the contrary, this process is not linear in reality. Technology can precede and tackle issues of access, quality and adaptive learning simultaneously.
Every cycle of the industrial revolution starts with a steep upward loop of progress powered by the ground-breaking technology of the period. The next loop of progress has opened up for taking those upward in the cycle of human progress who have foresight and skills to ride the wave. While looking inwards on the issues of the education system in Pakistan, the government should look outwards and forwards for creating equality of opportunity for better futures and access to comparable quality education for all. Using the power of far-reaching digital platforms, harnessing the potential of many local education technology start-ups, stepping up youth workforce development in the field of AI and unleashing the creative instincts of young learners can do wonders.
The first condition for moving towards technology-assisted education will be a shift in the mindset of policymakers and managers in the public education systems. One can well imagine the worries of education policymakers, decision-makers, managers and teachers who have done things on a pattern set over the last few centuries. However, there should be no apprehension about the readiness of young children and enthusiasm of the youth for riding the wave of change. They are born in different times and are ready to embrace a fast-changing world.
The immense exposure of the ‘digital age’ has prepared and equipped them to convert their challenges into opportunities. All they need is a well-supported entry and positive direction. Time will then take its course. The only difference we can make is ensuring conditions in which our future generations emerge as successful, beneficial human beings with sharp minds and hearts filled with the gifts of love and care.
Second, decision-makers will have to realise and acknowledge that the government alone cannot shoulder this huge responsibility nor can the relevance of other stakeholders be ignored. While the overall policy directions from the federal government are indispensable, the drive and innovations of the private sector, the ownership by provinces, exposure and expertise of freelance professionals and donors, global alignments set by international organisations/for are elements that need to be combined for optimal benefits from emerging and fast-changing scenarios. ‘Education for the Future’ needs to be taken up as a social movement rather than a stereotypical governmental function.
Coming into power with the promise to fast track progress in the country, the current government in Pakistan is at the cusp of this challenging but promising opportunity. I hope the government recognizes and enters the next loop of world progress, to provide springboards for future generations – away from the linearity of set processes and for having faith in the enormous budding talent spread all over the country.
Consumer Culture:
Whether we like it or dislike it, we live in a world that is driven by economics of consumer. On the other hand, some people perceive economics as something that fall within the scope of big government and business, many people fail to understand that consumer economic influences every part of life. A person’s culture, behavior and other attitude of people depicts the way a person consumes. This is called consumer culture (Solomon et al. 2014).
Whether we like it or dislike it, we live in a world that is driven by economics of consumer. On the other hand, some people perceive economics as something that fall within the scope of big government and business, many people fail to understand that consumer economic influences every part of life. A person’s culture, behavior and other attitude of people depicts the way a person consumes. This is called consumer culture (Solomon et al. 2014).
Consumer culture is a field of study that is focused on forming new theoretical knowledge on all the issues that is related to consumption and behaviors of the marketplace. A person’s success is gauged by the success he or she receives in terms of economic, social and professional ladder (Andrejevic, Hearn and Kennedy 2015). This means that success is relative to the shortcomings of others. Materialistic societies allow conspicuous consumption. For many other people, achievements haven been translated into material possessions exclusively available to those who have earned them. People have constantly competed against one another trying to achieve prize, fame and fortune. These are some very important aspects of consumer culture (Storey 2018).
The present economy comprises of companies that compete to sell products to consumers that can outdo one another. The formation of millions of advertisement industry aptly shows the power of promotion of the latest and the greatest competition between consumers. Every product has the power to to be capitalized depending on the potential of its profitability. The influence that competitive consumption has on the lives of people started even before money was valued. Consumer culture has played a very important role in the lives of all the people (Berger 2016).
In many consumerism essays, it has been stated that American culture has created a lot of impact on the cultures globally. United States was the world’s most aggressive national proponent of economic growth and consumerism as the tickets of contentment however it failed to analyse the measures of anxiety, depression and psychological dysfunction in the States. Consumer culture allowed a positive development in the 21st century and the same has been depicted with the help of essay writing in the past (Baudrillard 2016).
Consumerism has focused on providing the society with its necessary and the unnecessary needs. Many authors have believed that this modern world has been replaced with production of knowledge to consumption knowledge. To justify this manner of thinking, many people have felt that nowadays not everyone is a worker and that everyone is a consumer (Cochoy, Trompette and Araujo 2016). Thus, it becomes important to educate the society on the area that shall be useful for everyone. Some consumer essay writers are of the opinion that what a person buys becomes more important than what they make thus luxury is not a goal anymore rather it has now become a necessity. Humans can be termed as consumers by birth.
Consuming luxury has changed from arousal reducing to arousal seeking. Consumerism helps people with a temporary high on life. Purchasing products with new things makes people feel that they are able to satisfy their needs and that many people do not have the resources to buy luxury items that they are able to afford. This helps in the creation of debt, frustration, competitiveness and frustration. Those people who cannot afford this luxury item show resentment for the people who can. This causes creation of a tension in society and can also create an empire where people competitive and hostile (Granholm and Moberg 2017).
Consumerism essay has also focused on making the people happy as opposed to others. Those people who cannot afford to have good things are forced to live with everyday reminders with the help of advertisements of things that they want but cannot buy. Consumerism does not create a better life rather it creates a life for those people who cannot afford it. Consumers are fully aware of the interested people in consuming appearances rather than consuming objects. People enjoy the status that surrounds the objects they buy or own (Solomon et al. 2014).
The concept of earth community is in favor of creation of relationships and other developing communities by making people come close together. Consumer essay writers have made a good argument showing how consumer culture has allowed people to come close together. People can be a part of a society by simply allowing the latest fashions and other items that are no longer being ignored because of its ethnicity, social status, family name and religion. Items that are high end are decreasing past social restrictions in the present century. High-end consumption allows to do what exactly the critics have learned from bringing them together. The poor are excluded and the rich population is included in all sense. Consumer culture is a field of study that is focused on forming new theoretical knowledge on all the issues that is related to consumption and behaviors of the marketplace. A person’s success is gauged by the success he or she receives in terms of economic, social and professional ladder. This means that success is relative to the shortcomings of others. Materialistic societies allow conspicuous consumption. For many other people, achievements haven been translated into material possessions exclusively available to those who have earned them. People have constantly competed against one another trying to achieve prize, fame and fortune. These are some very important aspects of consumer culture (Andrejevic, Hearn and Kennedy 2015).
Thus, it can be said that consumer culture makes a person more interested in material possessions than community. It does have many good influence on the community but it also lays restriction on the people moving from the earth community. If people were not that busy trying to get the things they have always wished for they would focus on relationships that are more important. People who have a lot of money are just happy people who do not value relationships over things. However, on the other hand it is also important note here that consumer culture allows the lines of society class fade and form new relationships. Consumerism has ignored the poor but it can create a large community of the upper class and the middle class.