Welcome to the new world of student-centred education

This may sound farfetched, but in a learning environment that is increasingly student-centred, the voice of the student is being taken seriously right across the world. 

Traditionally, universities taught what they knew – and assumed that what they were teaching was necessary. Typical was the “smorgasbord” approach wherein a university offers a wide-ranging “buffet menu” from which students can choose subjects.

 

Outdated education

The old system worked perfectly fine when the flow of new knowledge was slow, and what was taught one year remained relevant decades later. 

But today’s information explosion means old concepts are becoming redundant at an increasing pace. It is estimated that by the time a student graduates, half of what he/she has learnt has already become outdated. That is assuming that what the student was taught was up to date in the first case! 

For education to be useful, it must shift the onus from teachers to the taught. It has to move from the supply side to the demand side. It has to focus more on what knowledge and skills will be needed by the student outside the classroom. And it has to ensure that students get what they want, rather than being forced to learn what universities want them to learn.

The path towards student-centred learning is not difficult – but neither is it easy. It is not difficult because all the tools, knowledge and skills required are already available. It is not easy because it requires a significant change in the current mindset.

The concept of student-centred learning is far from new. Over a century ago, John Dewey’s “The Child and the Curriculum” criticised the excessive focus on a rigid curriculum imposed on children. When Dewey suggested imparting knowledge according to the abilities of the student, he laid the basis of experiential learning and the hands-on approach.

Meanwhile, fellow American author John Holt tells us that children love to learn but hate to be taught. So, to ensure that students continue to love learning, universities need to become facilitators of change rather than ossified ivory towers. In this student-centred learning approach, the skills, aptitude, abilities and requirements of the student are key factors. Universities have to evaluate their teaching according to students and other major stakeholders.

This is not to imply that nothing has changed over the past few decades. Scores of reform measures have already been implemented in higher education – student feedback being one example. A few decades ago, students would receive nothing but their final grades and report card at the end of the year. Today, in most universities, this is unthinkable. Students not only receive their grades, but they also receive feedback on their assignments and exams, while getting to evaluate their teachers as well. 

 

Industry taking the lead

Another change is the keen interest industry now takes in universities’ offerings. Universities, too, try and cultivate entrepreneurs who create rather than seek jobs. Partnerships with the private sector have led to programmes and courses tailor-made for the market. 

One example is Hewlett-Packard’s partnership with the University of the West of England to offer a Bachelor’s in Enterprise Computing. Students are required to sit an HP exam, and receive work experience within the industry. And this trend is not restricted to the West. The Asian Institute of Technology in Thailand has joined hands with Western Digital to offer a joint Master’s programme in hard disc drive engineering in collaboration.

Though much has been done, the current climate demands more initiatives. 

Universities have the advantage of interacting with students on a daily basis, but policymakers in government need to be more responsive to students’ demands too. Just like universities, policymakers have to shun the “I know what is good for you” attitude. 

One key challenge for policymakers is to ensure that money disbursed to higher education as scholarships is properly utilised. Applying the principle of student-centric education, one solution would be to hand over scholarships directly to the students rather than asking universities to offer scholarships. The advantage being that the student can decide which university or institute he or she wishes to study at. This way, universities will have to work harder on improving standards so as to attract scholarship students. 

Pedagogical methods will have to change to keep the student in focus. It is no longer sufficient for the teacher to finish the prescribed syllabus, grade the student, and then say goodbye to the current batch of students. Education no longer ends when a person leaves school. Pedagogy has to take a long-term focus for lifelong learning.

While academia and policymakers have lagged behind, industry has been active in engaging students. Internships enable industry to gauge the potential of the student, and thereby the quality of the university where the student studies. They also guide students towards the emerging needs of the market. To cite an example, Lloyds Banking Group has launched a pilot “Lloyds Scholars” scheme where students receive a bursary besides attending a summer internship programme. In return they have to volunteer for 100 hours of community service. This programme, which is being run with the universities of Bristol and Sheffield, not only joins industry with academia, but also brings society and students together. A similar approach is now taking place in Thailand through a new innovative partnership between AIT and Team Group of Companies Co.

 

Change will accelerate

The spheres of learning, working, and living are increasingly merging. In the new 21st-century culture of learning, degrees – currently understood and valued as licences to future opportunities – will be replaced by more instantaneous measures of knowledge, skills, mindset, attitude and character. 

Such initiatives require an open mind not just from academia, industry and governments, but also from students. If students are to emerge as key players in the education sector, then they will need to exert their new-found authority with responsibility. 

Sooner or later, the changing scenario coupled with market forces will force universities and policymakers to change. Realisation has already dawned that students are the most important players in the education sector. Their voice is being heard in all corners of the world, and that voice is not restricted to education alone.

 

Dr Tej Bunnag is a former foreign minister of Thailand, and chairman of the Board of Trustees of the Asian Institute of Technology.

Professor Said Irandoust is the president of the Asian Institute of Technology.