The World Economic Forum identified 16 Schools of the Future – defined as schools, school systems and programmes – that are playing a critical role in preparing the global citizens and workforces of the future. Located in five continents as well as in developing and developed economies, and collectively reaching nearly 2.5 million children, these schools represent public-private collaborations to improve education systems with strategies including aligning curricula with future skills needs, training teachers in the latest industry practices and providing hands-on education experiences for students.
A new white paper, Schools of the Future: Defining New Models of Education for the Fourth Industrial Revolution, published today, outlines a framework to define quality education in the Fourth Industrial Revolution – Education 4.0 – and shares key features from innovative education models. In parallel, the Forum is launching the Education 4.0 initiative to mobilize multistakeholder collaborations to accelerate the scaling up of best practices and enable system-level transformation in education.
Defining Education 4.0
Through a consultative process with educators, policy-makers, business leaders, EdTech developers and experts, the World Economic Forum has proposed eight shifts within education content and experiences to define quality education in the Fourth Industrial Revolution. The framework serves as an important first step in setting the direction of innovation in education and reviving it as a means to improved social mobility and inclusion.
According to the report, innovation-driven economies and increasingly interconnected and interdependent societies demand that children develop four key skill sets: global citizenship, innovation and creativity, technology and interpersonal skills. Fostering these skills will require a shift towards radical new approaches to learning that are personalized and self-paced, accessible and inclusive, problem-based and collaborative as well as lifelong and student-driven.
Schools of the Future
The Green School (Indonesia): This school has a wall-less, open-air design that enables students to be directly connected to the surrounding nature. The school’s physical layout supports its curricular focus on sustainability and real-world application. For example, students at the Green School have designed and built a usable bamboo bridge over a river and a new sustainable hydropower system for the school. Today the school uses just 10% of the energy consumed by other schools.
The Kakuma Project, Innovation Lab Schools (Kenya): Although currently in the process of building a physical school for this programme, the Kakuma project has already created a movement of 375 educators throughout 75 countries who provide lessons to children at the Kakuma Refugee camp via Skype. A foldable solar panel is used to ensure that the camp has a sustainable source of energy to support distance learning. The programme also trains local teachers in the implementation of a new curriculum based on the Sustainable Development Goals.
The Knowledge Society (Canada): This after school programme was designed to mirror the learning and working environments of major technology companies, exposing students to the most cutting-edge innovations. The programme partners with businesses to enable their students to consult private-sector leaders about real challenges within the company. By the end of the programme, every student has developed their own disruptive company.
Kabakoo Academies (Mali): Kabakoo works closely with local businesses to help their students identify issues within the community that require innovative and urgent action, helping them to rapidly develop market-ready prototypes through a sustainability lens. For example, since the programme’s launch in 2018 students have designed and implemented a system for monitoring the air quality in Bamako, which includes installing air monitors throughout the city and using an online platform to track trends.
TEKY STEAM (Viet Nam): This network of labs in Viet Nam offers children ages 6-18 courses in technology, including programming, 3D printing, robotics and virtual reality. It is the first of its kind in Viet Nam and students have already won a number of national and international competitions in coding, robotics and other STEM fields.
Accelerated Work Achievement and Readiness Programme (Indonesia): This programme collaborates with more than 65 businesses in the country to provide workplace readiness opportunities for students, starting at high school age. The programme’s pilot trained more than 4,000 students, 98% of which were placed in on-the-job training and one-half of whom are already employed.
iEARN (Spain): With headquarters based in Spain, iEARN is a global platform for exchange between more than 2 million children worldwide. Children collaborate in global teams on projects promoting global citizenship through iEARN’s project-based learning framework and digital platform, which connects children in classrooms in various parts of the world.
South Tapiola High School (Finland): This school focuses on fostering independent thinking, while also helping students develop the interpersonal skills needed for the future. Each student goes through the School’s Young Entrepreneurship Programme, in which students collaborate in groups over the course of a year to design and create their own businesses.
Pratham’s Hybrid Learning Programme (India): There are no teachers in this programme, which involves more than 90,000 children in India. Instead, local volunteers act as facilitators for entirely student-led learning. Pratham provides a bank of project ideas related to health, the arts, financial literacy and entrepreneurship, and student groups choose which projects to pursue.
Anji Play (China): This curriculum – used throughout one school district in China – focuses on tapping into children’s natural curiosity and allowing them to learn entirely through play. Teachers create an environment for children to self-direct play at their own pace, conduct observations of the children’s interactions and guide reflection discussions after play experiences.
Prospect Schools (USA): This network of schools was designed with a focus on inclusion. Each class is designed to be diverse and inclusive, ensuring a balance of student race and ethnicity, fluency in English, gender, gender identity and sexual orientation. The school hires teachers to mirror the diversity of their student body and teachers attend regular equality and inclusion trainings throughout the year.
Tallahassee Community College, Digital Rail Project (USA): Learning in this programme takes place in 8-metre long trailers. These are fully equipped with the latest technologies, including robotics, 3D printing and virtual reality, and deliver STEM learning to Tallahassee’s lowest-income neighborhoods. Children receive digital skills passports, which allow them to connect the skills learned in any given lesson with future careers.
Innova Schools (Peru): This network of schools in Peru and Mexico uses a blended learning model to tailor education for each student. Approximately 70% of student learning takes place through collaborative projects, while the rest is dedicated to independent education via online platforms. The school’s physical spaces were designed to support new approaches to learning and include features such as movable walls.
British School Muscat (Oman): This school’s curriculum focuses on discovery learning, an approach where multiple subjects are integrated into collaborative projects focused on the experience rather than the final product or answer. This interdisciplinary approach enables students to draw interlinkages between various content areas and focus on the specific skills to apply that content to the real world. The school is collaborating with the Government of Oman to train teachers throughout the country in this methodology.
Skills Builder Partnership (United Kingdom): This partnership of more than 700 organizations and schools is built around a co-designed framework for fostering the skills of the future to ensure alignment in the approaches used to foster those skills at school and in the workplace. Teachers in 12 countries are currently using the Skills Builder framework and similar approaches to foster those future skills. Each student in the partnership participates in work-based education experiences in which private-sector partners also employ the same skills framework.
Skilling for Sustainable Tourism (Ecuador): This programme engages Ecuador’s Ministry of Education and Ministry of Tourism, tourism industry leaders and local schools to design education that directly contributes to shaping the future of the sustainable tourism industry, a sector that employs a high number of youth. A steering committee of private-sector leaders supports alignment between the programme’s curricula and future employment trends.
Activating Education 4.0
Systems-level change is needed to realize Education 4.0 for all children. There are more than 260 million children out of school today, and an additional 617 million children in school, but not learning adequately. Even those enrolled in relatively well-performing education systems are often missing the core tenets of future-ready education. Without urgent action to address these gaps, more than 1.5 billion children could be left unprepared to fulfill their potential by 2030, posing risks for future productivity and equality. The Schools of the Future can serve as inspiration for leapfrogging to the education of the future for those children who lack access to schooling, and as a vision for changing content and experiences for children currently enrolled in schools, system-level change is needed to realize Education 4.0 for all students.
To facilitate the transition to the education of the future, the World Economic Forum is launching the Education 4.0 initiative as one of five Forum-led flagship initiatives of the Reskilling Revolution platform, which aims to provide better jobs, education and skills to 1 billion people by 2030. The initiative invites education ministers, finance ministers and chief executive officers from business who are champions of education as well as other stakeholders to join the Forum platform to define and implement a holistic action agenda to realize Education 4.0.
“There is clear consensus that education systems must be updated to ensure children become productive, innovative and civic-minded members of society. Educators, education and finance ministries, and private-sector leaders have a moral and economic responsibility to co-create and implement new models to ensure that all children are prepared for the future. This is why the World Economic Forum is launching the Education 4.0 initiative and developing a community of leading champions for mobilizing change on this agenda,” said Saadia Zahidi, Head of the Centre for the New Economy and Society and Managing Director of the World Economic Forum.
The initiative aims to mobilize key stakeholders in transitioning to Education 4.0 and reaching 100 million children and teachers by designing and implementing the schools of the future; empowering teachers to lead the education transformation; codifying and scaling up best practices through policy and increasing connectivity between schools and school systems for global best practice exchange.
“Education 4.0 and the Schools of the Future provide great guiding principles for creating learning environments that support children’s future needs. Teachers are the key to unlocking this new type of learning and require targeted support from public- and private-sector leaders to make this vision a reality”, said Andria Zafirakou, Teacher, Arts and Textile, Alperton Community School, 2018 Global Teacher Prize Winner.
Platform for Shaping the Future of the New Economy and Society
The Schools of the Future Report and the Education 4.0 initiative are part of the World Economic Forum’s Platform for Shaping the Future of the New Economy and Society. The platform provides the opportunity to advance prosperous, inclusive and equitable economies and societies. It focuses on co-creating a new vision in three interconnected areas: growth and competitiveness; education, skills and work; and equality and inclusion. Working together, stakeholders deepen their understanding of complex issues, shape new models and standards and drive scalable, collaborative action for systemic change.
More than 100 of the world’s leading companies and 100 international, civil society and academic organizations use the platform to promote new approaches to competitiveness in the Fourth Industrial Revolution economy. They also deploy education and skills for tomorrow’s workforce, are creating a pro-worker and pro-business agenda for jobs, and are looking to integrate equality and inclusion into the new economy.
An Analysis on Marshall McLuhan’s concepts
Marshall McLuhan is an important scholar who has made major contributions to communication discipline through introducing new concepts like “global village” and “medium is the message”. It can be said that ideas of McLuhan can be applied to new technologies and social media discussions today.
McLuhan introduced the idea of “medium is the message” in his book called Medium is the Message that was published in 1967. According to McLuhan, what is said by the message is not very significant. The media actors which can be regarded as the medium hold a more major influence on the masses than the message it presents.
The medium (or media in other terms) does not only have the role of being the carrier of the message but it is also the message that shapes people’s views and perceptions (McLuhan, 1967). McLuhan, based on the idea of “medium is the message” gave examples to support his claim in his book Understanding Media: The Extensions of Man published in 1964. According to McLuhan, the content of any medium is always another medium. For instance, the content of writing is speech; the written word is the content of print; and print can be seen as the content of the telegraph (McLuhan, 1964).
Another important concept coined by McLuhan is “global village”. This concept was introduced in the 1960s to say that mass media will spread all over the world and make the world become a global village (McLuhan, 1962). According to McLuhan, the electronic interdependence of today’s world produces a world in the sense of “global village”. The global village has been created by the instant electronic information movement according to McLuhan.
McLuhan believed in the usefulness of communication technologies. One of the most important emphases McLuhan made was about drawing attention with his findings about the global communication revolution. According to McLuhan, TV has been a critical invention that ensures that nothing remains a secret, and that eliminates privacy, and he believed that the change of societies is possible with the development of communication tools in various forms. McLuhan made one of the most important predictions of the 20th century. This was the Internet.
In contemporary world, social media is used by millions of user all over the world. New technologies have turned the world into a “global village” Although McLuhan said almost 60 years ago, his ideas about media (medium is the message) and the “global village” concept are still relevant today.
- McLuhan, M. (1962), The Gutenberg Galaxy: The making of typographic man. London: Routledge.
- McLuhan M. (1964), Understanding Media: The Extensions of Man by Marshall McLuhan, McGraw Hill
- McLuhan, M. (1967). The Medium is the Massage: An Inventory of Effects. London: Penguin Press.
Leaving no one behind with Fiqh for person with disability
As I watch the new Netflix documentary, Crip Camp: A Disability Revolution produced by former President Barrack Obama and Michelle Obama, I realize thatthere is an urgent need for grassroot activism to support disability religious rights to pave the way towards greater equality. The movie highlights disabled summer campers who fight for the realization disability rights in 1970s, at the time when they were largely ignored by the state.
And does Indonesia need A Disability Revolution?
According to a study by Monash University, it is estimated that the disability prevalence rate in Indonesia is between 4% and 11%. There are several causes of disability, ranging from malnutrition, diseases, ageing population, natural disaster, and accident. Unfortunately, due to social stigma in the society against people with disability, the disability statistical figures may be underreported.
The Indonesian government has been actively involved in international convention by ratifying United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) in 2007 and issued the law no. 8 of 2016 on rights of persons with disabilities to comply with human rights standards. But, at the same time the law faces some stagnate situation regarding improved well-beings of people with disabilities because disability prejudices are still at the heart of this tension.
For example, disabled children are less likely to attend formal education because of lacking inclusive schools. In public places, ramps and accessible information are not easily available. Zooming into the workforce, Indonesian 2010 census reported that only 26,4% people with severe disabilities were employed in formal sectors. This resulted in high rate of self-employment among people with severe disabilities. Many people with mental disability, such as bipolar disorder, have to conceal their condition for the fear of losing jobs.
A research found that discriminations against people with disabilities in developing countries, including Indonesia, caused a loss of up to 7% of Gross Domestic Product(imagine : what if a genius with severe disability like the late Professor Stephen Hawking had never been employed at university?).
Women with disabilities even suffered more from double prejudices, by their gender and their disabilities. What makes thing more difficult for disabled citizens is that, despite of some disabilities laws and ministerial decrees, they were poorly enforced. This explains the urgency of ending this discrimination from a social-economic developmental perspective.
As the largest Muslim majority country in the world, Fiqh (Islamic jurisdiction) for person with disability remains important to safeguard equal religious rights. As a non-disabled Muslim woman, being able to perform Islamic prayer (shalat) properly help me increase my mental wellbeing during this unprecedented time.
Unfortunately, there are still some Muslims who believe that disabilities are by-products of witchcrafts (sihr) or demons (syaitan) which can be healed only by involving spirits and enchanting some quranic verses. Further, in Islamic law per se, there is no specific term which can encompass all disabilities.
“Fiqh for person with disability is very important because the society has yet to accommodate special needs for people with disabilities in performing religious rituals. For example, how does Islam regulate the wudlu(ablution) taken by a man/woman without arms? Considering that Islamic law obligates that someone must wash one’s arm up to elbow during wudlu. And will the wheelchair be considered as najis(impure) inside the mosque?” said Mr. Bahrul Fuad, a disabled person and board member of AIDRAN (Australia-Indonesia Disability Research and Advocacy Network).
Mr. Ahmad Ma’ruf, the Disability Program Team Leader of Muhammadiyah, the second largest and most influential Islamic organization in Indonesia after Nadlatul Ulama (NU), even posed critical questions:“What if persons with hearing impairment wish to get married and say ijabqabul (Islamic marriage vows), will they use sign language? Because religious court has yet to regulate the sign language issue. And who has the authority to validate the sign language as “legally correct” in Islamic marriage? What if a man with wheelchair wishes to be an imam (leader of a congregational prayer)? Is he allowed to do that, given the fact that many people still interpret explicitly the regulation that makmum (member of a congregational prayer) must follow movements of imam? What if there is no accessible ablution facility in a mosque? Should a person with disability performs tayamum (dried ablution)?”
To address this issue, NUand Muhammadiyah issued Fiqh for person with disability and raise awareness of the public concerning equality for disabled communities. NU even collaborated with the Ministry of Religious Affairs to disseminate the Fiqhto mosques nationwide.
Fiqh for person with disability will fulfil civil rights of disabled community comprehensively, ranging from ubudiyah(religious rituals),muamalah(interpersonal relation), to sahusiah(public policy). This Fiqh will also protect rights of disabled women, as the most marginalized group.
To ensure the smooth implementation of the Fiqh, the government, civil societies, disabled people organizations, religious leaders, and experts of Islamic law should collaborate for accountable monitoring and evaluation. Regular capacity buildings for judges, teachers, and village officials should also be organized.
Finally, political buy-in through Perda(regional regulation)and guidelines should be issued to strengthen government officials’ commitment to enforce the Fiqh. For example, the Special Province of Aceh under Syariah law have regularly issued qanun(regional regulations subjected to Islamic stipulations).
Historically speaking, during the Umayyad Caliph era in the 700s, the Caliph Al-Waleed ibn ‘Abdul Malik accommodated health treatment needs for his population with disabilities through the provision of health care clinics within all his jurisdictional provinces. This idea was emulated by Caliph Umar Bin Abdul Aziz who hired support services workers for people with disabilities. This initiative resulted in social and legal impacts worldwide, in which a broad array of laws on disabilities were enacted.
In making public policy for citizens with disabilities, the government of Indonesia should not paint disabilities situation with a broad brush. Rather, Fiqhfor persons with disabilities must be taken into consideration seriously. Otherwise, there will be far-reaching consequences on well-beings of people with disabilities in the long run.
This Fiqhis a beacon of hope for future generations, to leave no one behind.
As put forward by a member of Crip Camp: “If you don’t demand what you believe for yourself, you’re not gonna get it”.
Good Parenting Reduces the Divorce Rate
Divorce is a very stressful event. Apart from having a bad impact on children, divorce has a major impact on the survival of the husband and wife who experience it. Divorced couples visit psychiatric clinics and hospitals more than couples from intact families. Divorced couples experience anxiety, depression, feelings of anger, feelings of incompetence, rejection, and loneliness.
In Indonesia, the divorce rate from year to year shows an increasing trend. The Ministry of Religious Affairs of the Republic of Indonesia reports that since 2015 until now there has been an increase in the divorce rate. In 2015 there were 394,246 cases, in 2016 it increased to 401,717 cases, then in 2017 it increased to 415,510 cases, as well as in 2018 it continued to increase to 444,358 cases, and by 2020, per August the number had reached 306,688 cases.
The increase in the divorce rate from year to year has serious consequences in families. Conflict during the process of parental divorce and separation has a negative impact on the physical and psychological well-being of all family members. Quite a number of research results show that divorce has a negative effect on all family members, especially children. The results of Amato’s research in 2011 with a meta-analysis approach to 67 study results showed that children from divorced families had lower academic achievement, behavior, psychological adjustment, self-concept and social relations than children from intact families.
Based on In the author’s empirical observation, the ending of marital status for a particular family also brings several social impacts, for example: narrowing social networks which results in a lack of social support, causes negative life experiences and psychological suffering, and causes economic hardship for women.
Thus rather than that, a marriage which basically originates from an agreement between two parties, so if there is a divorce, it is certain that both parties will suffer losses. Even children from marriages who divorce will share such losses. Then, what factors cause divorce? In my opinion, the substantial cause of divorce is the parenting concept of a married couple.
Parenting, generally known by the public as a pattern of parenting parents towards their children. This assumption is not completely wrong, but it must be straightened out that parenting is an ideal household conceptualization. Of course, you have to move from a husband and wife long before you have children. A husband and wife have had to discuss it long ago so that in various desired manifestations it can be carried out harmoniously together.
Parents (married couples), basically forming their children until they reach maturity will not be separated from the influence of their world. The mode of reflection on the relationship between parent and child is a complex activity that includes many specific attitudes and behaviors that work separately and collectively to influence the child’s outcome and the emotional bonds in which parental behavior is expressed.
In this case, parenting can be explained in terms of two components, namely parental responsiveness and parental demandness. Parents’ demands are the extent to which parents set guidelines for their children and how their discipline is based on these guidelines. Parental responsiveness is an emotional characteristic of parenting. Responsiveness continues to the extent to which parents support their children and meet the children’s needs. Both responsive and demanding parenting have been linked to securing attachment to children. Referring to Baumrind (1971), he identifies three parenting styles, namely: authoritative, authoritarian, and permissive with responsive and demanding concepts in mind.
Authoritative parentingis a condition of authoritative parents as a combination of demands and responsiveness. They make logical demands, set boundaries and demand children’s obedience, while at the same time, they are friendly, accept the child’s point of view, and encourage children’s participation in decision-making and often seek their children’s views in family considerations and decisions. This type of parent is then referred to as the type of parent who monitors and disciplines their children fairly, while being very supportive at the same time.
Authoritarian parenting, a demanding and unresponsive parental condition. They engage in little reciprocal interaction with children and expect them to accept adult demands without question. Strict socialization techniques (threads, commands, physical strength, love withdrawal) are used by parents who are authoritarian and withhold self-expression and independence. Authoritarian parents tend to set high standards and guidelines and require compliance. Authoritarian parents attribute love to success and not nurturing like the other two parenting styles.
Permissive parenting, consists of several clear and predictable rules due to inconstant follow-up and neglected bad behavior, neutral or positive affective tone. They give children a high degree of freedom and do not restrain their behavior unless physical injury involves. Permissive parenting shows an overly tolerant approach to socialization with responsive and non-demanding parenting behavior. These parents are nurturing and accepting, but at the same time they avoid imposing demands and controls on the child’s behavior. They have little or no hope for their children and often see their children as friends and have few boundaries.
Based on the three parenting models above that the author has reviewed and conducted a literature review, it is clear that the Good Parenting pattern that must be applied by a husband and wife is authoritative parenting. This concept implies a condition in which a positive influence on the realm of a child’s life until he grows up on the aspects of education and psychological well-being is formed.
A positive parent-child relationship illustrates that the family will survive in harmony so that it becomes the foundation of a healthy home and community environment. The influence of the parents on the whole life of the child means the influence from birth to adulthood due to the parents. Children spend most of their time at home and the attitudes, behavior, standard of living, and communication of parents with their children have a major impact on the child’s future life. If their parents are too strict or too obedient, it has a negative impact on their life. But the supportive, caring and flexible attitude of the parents results in a psychologically and mentally healthy child.
Parents (a married couple) should adopt an authoritative parenting style and practically apply it when dealing with their children. They are the backbone of a nation and the nation’s future depends on their psychosocial development. Healthy parents can produce healthy children in exchange for a healthy nation. On the other hand, unhealthy parents (husband and wife) will have a bad influence, a small example is divorce. And this is a burden for the nation.
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