Challenges for educators - Define the challenge

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Challenges for Educators:

Challenges for Educators 21 st Century and Beyond

Mirza Yawar Baig Opening the world, one mind at a time©:

Mirza Yawar Baig Opening the world, one mind at a time© Work Experience: International Speaker, Trainer, Author, Coach, Leadership Consultant with 16 years in Corporate General Management, 28 years in Training & Organizational Development, specializing in Family Business Consulting & Entrepreneurship Director / Professional Member: Center for Conflict Resolution & Human Security Indian Society for Applied Behavioural Science Entrepreneur: 1994: Founded Education: IIM-A , P-CMM®, MBTI©, WSA©, ISABS Books: The Business of Family Business An Entrepreneur’s Diary Hiring Winners 20.10.2010-55 – Life Lessons of 55 years Leadership Lessons from the life of Rasoolullah  Understanding Islam – 52 Juma Khutbas Leadership is a Personal Choice Member Consultant Panel: USA GE Corporate University, Crotonville Oracle Corporate University, CA AMA International, New York Andersen Corporate University, MN India SVP National Police Academy, Hyderabad AP Police Academy, Hyderabad SSB Academy, Gwaldam , Uttar Akhand LBS Academy of Administration, Mussoorie Clients Include: GE, Oracle, Motorola, Microsoft, IBM, Digital-Compaq, National Semiconductor, Unilever, BSNL, Tata Indicom , Colgate, Asian Paints, Siemens, Wartsila , MphasiS , CavinKare , EXL Service, World Bank, ICRISAT, World Fish, Tata Corporate, J & J, Accenture, Zeneca Seeds, Advanta , Reuters, Air India, Yusuf Bin Ahmed Kanoo, Olam, Regal Beloit, Reliance World, NIS Sparta, AMKA, Emami Group, Suzlon , JP Morgan, SEW Infrastructure, LANCO, KAR Group, Expolanka , Brandix www.yawarbaig.com

Perspective :

Perspective ‘Nations that don’t learn from history are condemned to repeat it .’ Is the ability to hold two pictures simultaneously in your mind – where you are now and where you want to be Knowledge of h istory is critical in putting the present into perspective

Changes thanks to the Industrial Revolution:

Changes thanks to the Industrial Revolution 1760-1820/40 to 2015

Industrial Revolution changed:

Time of day: S un to shift bell Parental role: Life coach to wage earner Source of knowledge: Parent to Teacher Concern: Collective to individual Industrial Revolution changed We’re all part of this – not standing outside

Challenge To deal with rapid disruptive change:

Challenge To deal with rapid disruptive change Future change will take years where past change took centuries

Changes – Industrial Revolution:

Goals: N on-monetary to money Success: L ong term to short term Human value: H onor to money Net worth: C haracter to bank balance Progress: Rapid continuous growth Changes – Industrial Revolution Programmed dissatisfaction

Enter the age of Materialism:

Enter the age of Materialism Value re-engineering

New Values:

Spending... Not save Own... Not share Greed... Not contentment Individualism... Not collectivism New Values Materialism is the fastest spreading religion

Women’s role:

C hanged from raising children to earning money because women were needed in the workplace. Dress code changed to make it more body hugging. Veil vanished and so did long skirts. Women began being exploited to sell products and services. Women were objectified and commoditized through Beauty Pageants, films, beauty icons, all judged by men. Women's Lib was invented If you disagree ask why women are still (2014) paid 80% of what men are paid for the same job? Women’s role

Slide11:

As on 2014 women are paid 20% less than men for the same work

New Values:

Raising children, caring for the home and husband were run down and degraded and going out of that house to earn money in a job no matter how menial was lauded. Freedom was reinterpreted to mean display of body and asserting of self no matter what the reason. Marriage was devalued and eventually discarded. Promiscuity became the norm. Illegitimacy was legalised as was premarital sex. New Values Values vigorously propagated even enforced

Teaching used to be of two kinds:

Apprenticeship for skills for common people Schools for leadership education which taught theology, philosophy, logic, language... For clergy and rulers . Harrow School 1572 Royal Charter Queen Elizabeth 1 Oxford 1096. Taught only theology and Latin Harvard : 1636 (Taj Mahal: 1632-1643) Oldest university in the world still in operation granting degrees is University of Karaouine , in Fez, Morocco, established by an African Muslim woman Fatima al- Fihri in 859. Second oldest is Al Azhar founded in 970 . Teaching used to be of two kinds Lost Muslim initiative was never regained

Schooling didn’t fail:

The tragic travesty of schooling is that it's highly successful.   The World Order needed dumb obedient slaves who wouldn't dream of questioning the rulers. So schools, curriculum and methodology was designed to kill imagination and creativity. Questioning was called rebelliousness and mercilessly stamped out. Dependence on the teacher was reinforced because teachers need jobs and if children discovered that to learn, they don't really need an adult all the time talking down to them, the teacher's job would be threatened. Schooling didn’t fail See what happens in your school to children who disagree with teachers

Who do schools benefit?:

Schools were created for the benefit of owners and teachers, not children. They work on the principle of industrial production . Parents are consumers. Teachers are producers. Children are raw material which is done to – not partnered with Who do schools benefit? This is the story to this day

Industrial model:

Grades by date of manufacture – called age S eating to fit in maximum number of packages per square foot B ells to indicate start and end of shift Minimize teacher student ratio – reduce overheads Sit facing teacher to kill inter personal interaction Maintain silence in class so no thought share C ollaboration during exams is called cheating and punished Industrial model Schools are factories and run like factories

Discipline is defined as..:

Standard clothing Standard response Standard needs Silence No protest, suggestion or question Discipline is defined as.. That’s why retired military officers are so popular as administrators

Exams – the final nail:

Exams: Test only random regurgitation of undigested information within a specific timeframe. Not understanding, application, value addition. They exist not because they're the best way to measure learning but checking memory is the easiest thing to do . Exams – the final nail E xams prove that our system in farcical

3 – Questions:

What do you call someone who studied something full time for 15 years? What do you call your high school graduate? Which job calls for a high school graduate? 3 – Questions Did you ever ask, ‘Why?’

Final Result:

That's why at the end of 15+ years of full time learning your child actually learns no life skills, no profession, can't earn a living or take care of himself, has random bits of information in his head but no clue what to do with it and ends up hating all that he learnt in school. Ask your children how many pick up a school text book once the year is over. Final Result The amazing thing is that you actually pay for this

Our biggest challenge:

Our biggest challenge

To solve problems that we don’t even know as ‘problems’ yet:

To solve problems that we don’t even know as ‘problems’ yet Because today’s ‘great idea’ can become tomorrow’s problem

Slide25:

Our biggest need IMAGINATION

Slide26:

But our schools destroy it in the child as quickly as they can Our system rewards compliance and punishes originality

Jobless future:

Robotic factories and farms Automated cars Analyses by computers instead of humans will affect stock brokers, accountants, physicians, lawyers Teachers will become redundant Jobless future http://www.washingtonpost.com/blogs/innovations/wp/2015/07/07/sorry-but-the-jobless-future-isnt-a-luddite-fallacy /

Questions to ask:

What in your curriculum is preparing children for the future? What can you teach about how to succeed in a future you are blank about? What must change in what you teach and how you teach it? Questions to ask How much of what I told you just now was ‘news’ to you?

Prepare them to succeed in a future we know nothing about:

Prepare them to succeed in a future we know nothing about

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