The school for the future in focus

Dr Paul O. Nwaogu
University of Botswana
Gaborone, Botswana

Formal schools exist to develop students cognitively and, more especially, they endeavour to foster acceptable values. It may be wrong to assume that current schools are not playing their role vigorously with regard to their clients. In any case, a lot has been done by schools to fulfil their obligations. However, more still has to be done. The world is moving from a disparate, separate and ‘island unto itself’ position to one of compactness and homogeneity, leading to the formation of a ‘global village’. This situation calls for a greater understanding of the world and its peoples.

Therefore, the school for the future must have its vision and mission clearly stated. The student should be made aware of the existence of other peoples and their cultures that are quite different from his or her own, after having been grounded in his or her local orientation. The world of today is being held hostage by the forces of terror, religious extremism and intolerance. The period of the cold war (ideological differences) seemed to be much better than what we are experiencing now –‘man’s inhumanity to man’. The situation in Darfur, Afghanistan, Iraq, Sri-Lanka, Somalia, and so on, helps to buttress this feeling. Nobody feels comfortable recalling the religious wars of the past, with their suffering and their humiliations. The present world is sliding towards two camps – the religion of Islam and the religion and ideology of the west. It is in the context of this scenario that one would, in fairness, position the expectations of the school for the future, where schools must strive to achieve through their curriculum a tolerable move towards world peace, security and harmony.

Any school for the future will have an acceptable philosophy and an enduring curriculum of which technology and cultural diversity will form its substrata, as well as ensuring adequate preparation of its clients for onerous integrative work ahead. The philosophy of the school for the future will concentrate on personal freedom, individual empowerment, group cohesion, world peace and integration. The reason for this focus is that wars have had disastrous consequences on civilization (the accumulated heritage of the past) any time they occur. The attendant devastations of the Fi8rst World War and Second World War are gloomy reminders of what civilization would stand to lose in both human and material resources in the event of any future hostilities.

Technology is needed for the advancement of our cultures, as well as for the preservation and emancipation of people from ignorance and hopelessness. In this instance, computers come to mind, in that they may likely replace traditional schools in the future. Students will be afforded the opportunity to learn at times very convenient for them. Laptop computers, as portable as they are, will inevitably be the student’s library, data storage, homework and means of connection to the outside world. The presence of computers will encourage learners to seek for knowledge themselves, rather than relying heavily on the teacher. Computers and the internet have opened a new world of opportunities for students of all ages and reliance on their use in future will make it possible for more individuals than ever to access knowledge and to learn in new and different ways. The internet has expanded access to information. The teacher and student no longer depend on a limited amount of information.

Advantages to be derived from the presumed school for the future

• Education will no longer be bound by the limits of the teacher, textbooks or the books in the library.
• Instead, it will be limited only by the students’ interest and ingenuity.
• New learning models will enable the teacher to serve as a learning facilitator, mentor and guide for subjects that do not always require students to spend time in a classroom.
• The internet will offer students in low income and remote locations far more information than any single traditional library.

Factors that will help ensure success of the school for the future

In order for the school of the future to succeed, the following factors will be present.

An involved and connected learning community. Sharing of information will be carried out by the stakeholders that comprise students, parents, community organisations, as well as businesses. There will be the need to share information among the stakeholders. The community where such a school will operate will have in place the entire necessary infrastructure that will help the school function. Provision of a regular supply of electricity, as well as internet outlets, will help boost the fortunes of the future school. 

A robust and interesting curriculum set-up. The technical infrastructure that will embrace classrooms, laboratories and other learning centres should be provided. They should be constructed to adapt to different teaching and learning activities. The curriculum for the school of the future should ensure the cultivation of universally accepted values. A child brought up in such an institution will be able to understand and uphold political freedom, social equality, economic security and respect religious freedom every where in the world. Values provide reasons for one’s actions and behaviours.

Compassion, persistence, responsibility, respect for self and others, commitment to universal principles, courage, endurance, achievement, and so on, should form the repertoire of acceptable values that schools should endeavour to instil in their pupils. This is to be brought about by the right calibre of teachers. Teacher preparation becomes an essential precondition for ensuring accountability, excellence and quality assurance of both input and output from the schools of the future.   

A flexible and sustainable learning environment. The school should be able to adapt to the ever-evolving community members. Such an environment should be able to focus on student-centred instructional models that encourage students to realize their full potential. It should also be borne in mind that any changes in academic and administration personnel should not be allowed to affect the school environment.

The integration of research and development. There should be an incorporation of research findings in such areas as business, technology and in educational institutions.

Professional leadership. A leader is one who galvanises other people to action in relation to the achievement of stated objectives. Therefore, a leader for the school for the future should be able to affect instruction positively, think and act strategically in a manner that the school benefits. He or she should impacts immensely on the community, favour and encourage the use of technology at the right opportunity, manage funds appropriately, and epitomise the school’s vision, mission and philosophy to all and sundry.

The school for the future should be rooted in the vision of an empowered community where learning is made continuous, relevant and adaptive, taking cognizance of pupils who deviate from the norm. This involves the recognition of the rights of people with disabilities. The rate of change that will trail the mid-21st century learner has become a defining characteristic of the information age. The socioeconomic impact of this shift will be global and far-reaching. It will involve connecting people, families, and local communities in new ways that will increase global connectedness. 

Conclusion

There is evidence of a digital divide in the world today, in spite of improvements in access to, and use of, information and communication technology. There are poor areas around the globe that lack basic access to technology and training. This helps to widen the gap across communities in quality of life, competitiveness and economic development. Technology in education can be a powerful catalyst in promoting learning. It is to be appreciated that education changes lives, families, communities and, ultimately, nations. The mere knowledge of the 3Rs (reading, writing and arithmetic) will not suffice in the mid 21st century. Emphasis will focus on the acquisition of functional skills. Modern businesses will look for employees who possess a host of sophisticated skills-ability to solve problems, communicate effectively, think critically and understand complex systems. Workers for the future will need more advanced education. The envisaged school for the future will be able to meet these expectations.