For the above purpose, we are called upon to identify new knowledge, new actors, new partners and new institutional structures for education in the 21st century.

New knowledge as in what will serve the students of today when they are the professionals, the parents, the decision makers of 2020-2040. Not knowledge as over 50% or more of what is acquired in our schools, which prepares students for life in 1990, or even 1960. Over 50% of what is prescribed and dutifully learnt in our schools and colleges is ?bagasse? which must be chucked out, making way for new knowledge. The sooner this is done, the better!

?Hence, let us teach for life in tomorrow?s world, not for a world that does not exist any more, except in the minds of some lazy, unimaginative, effort-shy teachers. How is that done? By defining a (National) Curriculum framework, continually updated to meet intelligently thought-out futures, not sticking to teaching the ?bagasse?, which is still cluttering our curricula, including those of Cambridge SC and HSC. New actors and partners are all these alternative ways to learn and advance: the web, the Internet, distance education courses, open universities, personal blogs, Wikepedia and other free interactive encyclopaedia, outward-bound schools, learner-to-learner interactions, sabbatical and gap-years where travel and personal exploration open the mind to new possibilities.

I am not surprised that students across the board (from Aleemiah to St. Mary?s) are restless and have on occasion expressed dissatisfaction with the present hierarchy in schools, both in terms of discipline, course content and relationships. Those at the top (minister, directors of Education, head of PSSA, advisers & inspectors, managers of colleges, principals, heads of subject departments, individual teachers) who were once looked upon to be wise, to know best, to be the admired role-models, are in quite a few cases nothing of the sort! So where does that leave leadership in education?

The shape of the new 21st century school is slowly emerging. Several experienced educators and thinkers are working on it, but the best contribution will come from present-day students themselves, provided they are given the space and freedom to explore and innovate. Incorporating future studies into the learning process is essential, for the future is the only part of history still open to change. The hierarchy, of course, may not like that!

Dr. Michael ATCHIA

[email protected]