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How A School In The Kingdom of Bahrain May Hold Keys To The Future

As mentioned in a previous article, education systems around the world are being challenged to transform to meet the needs of the knowledge economy. For global economic growth, their graduates must be able to find a job or start their own business. There may be validity in the idea that education must remain somewhat separate from the needs of business, otherwise we have schools becoming little more than factories producing the people required by industry. At the same time, the products that education graduates are people, and people want to have a job and a job and enjoy not only survival but also the luxury that they see others enjoying.

This is the second in a series of articles on the challenges and potential changes facing education in the 21st century. The obvious direct approach to preparing people of all ages for a new job is to teach them about the job. This has led educators to see education in two parts: an academic one that teaches students to think, process ideas, solve problems, and be scientific. The other alternate track was professionally driven. This often involved a somewhat “less than” status in professional work. The students were divided one way or the other. The modern world is less siled than that, and viewing vocation or academics as two distinct ways of being will no longer work. The modern employee or entrepreneur is expected to maintain many of the same skills as the academic. Everyone should seek out information, organize it to meet the needs of their particular context, publish it in digital and non-digital formats, and be prepared to engage in active debate about the ideas they are working on. This is as true for a group of trades people as it is for teachers, managers, business owners. The disconnect is that while some of these skills may develop during group work or project-based learning, most people still learn in classrooms with rows of desks, a teacher up front and students madly scribbling notes preparing to regurgitate the content. given to them when it comes time to take a test. What would a school look like if we started over? The answer to this question is being worked out in the Kingdom of Bahrain by their new Polytechnic University.

This article briefly discusses these ideas in the hope that they are of interest to others and that they start a debate on new possibilities that can be used to transform education.

Bahrain Polytechnic University

All good action research starts with delving into current circumstances and understanding what is needed, which is perhaps why I love Bahrain Polytechnic so much. They began to design a program by conducting a series of interviews with the human relations department to find out what they expected of the graduates they hired. Their findings demonstrated that the current perception among employers was that 49% of college graduates lacked the soft skills they needed (i.e. team communication and problem solving), 44% n didn’t have the necessary language, math or job skills and 42% either didn’t understand business conduct or weren’t motivated enough to do a good job. This puts a heavy burden on employers as their recruitment and training process is expensive and if almost 50% of the people they hire lack the basics, they are inclined to go abroad for their recruitment. Using the interview process, the Bahrain Polytechnic design team then decided that they needed a program that embeds these skills into the curriculum and not just as an add-on or a sub. -product of the educational process. They concluded that the traditional context and knowledge-based education must change, and quickly. It’s not easy, there are a lot of things pushing against him. For example, when you start something new, people aren’t convinced that you know what you’re doing, especially if what you’re doing implies that what they’re doing isn’t good enough. It is also difficult to find personnel who will realize your vision, because after all, your vision is new and susceptible to misinterpretation. Finally, the features you inherit from other models are, by definition, outdated and get in the way of what you were trying to accomplish.

Despite these challenges, Bahrain Polytechnic has developed three sets of skills, or types of growth, which will be layered and worked on simultaneously throughout a student’s tenure at the university. There will of course be the academic studies, but alongside the direct education there will be employability skills and an ever-changing profile of self-knowledge. In other words, these students will be continuously evaluated on their attitude, their delivery and the consistency between these and the way they see themselves. Marvellous! Educators will say things like, “That all sounds good, but how can you measure it? Although still a work in progress, Bahrain Polytechnic has made great strides in answering this question. Still two years away from their first promotion, they see their graduates having three transcripts to take to future employers. The first provides an overview of the range of achievement levels on academic content, the same as that provided by universities around the world.

The second is what they call a suitability for employment profile in which the student had to demonstrate and be continually assessed by staff on what are considered soft skills in communication, job team, problem solving, initiative and enterprise, planning and organization, autonomy. management, learning and technology. These same skills are assessed by the students themselves in their self-knowledge profile. Then all three are graphically overlaid to give the employer a visual representation of the whole person applying for the position. How is it done? Through a curriculum that builds on the core curriculum of strong English skills, research ability, use of information technology and mathematics. The degrees offered are bachelor’s degrees or diplomas in the following fields: Visual Design, International Logistics Management, Information and Communications Technology, Business, Office Management, Web Media, and Engineering Technology. They are just beginning the design process for the new campus, where the architecture of the buildings they inhabit will help rather than hinder their mission through large spaces, easy meeting places, an atmosphere that promotes 24-hour project work. /24, 7 days a week, etc. I had the pleasure of being able to witness their discussion with the architect, and that alone should greatly increase the ability to think creatively, as students will no longer be confined to rows of boxes. Their campus matches the lifestyle engendered by digital natives, who easily jump between social, organizational, and project design work.

This article has looked at an innovative solution to the problems discussed in previous writings regarding the apparent disconnect between education graduates and the needs of the employers who will hire them. Even as a start-up, this university has good management and strong support from the Kingdom of Bahrain. At this point, it looks like there’s every chance he’ll complete his mission. I have said elsewhere that it is easier to start fresh in some cases, for example when making dramatic changes, than to rearrange existing structures. The next articles in this series will look at the ways and means by which action research can help when education and policy are faced with a “refit” rather than starting over is a good process.

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