Global society and knowledge-driven education

There is overall agreement that various historical transformations are taking place and that in their own way these steps are creating their own dynamics in the process of evolution of the social framework. There is consensus that this inter-action is leading to divergence as well as convergence amid all the changes. The principle of obtaining shared knowledge and the learning process itself, while augmenting mutual growth and understanding, are also creating distinctions. This is partially because global society is not always promoting equitable chances and opportunities for human welfare and there is absence of orderly interaction and sustained cooperation to reduce uncertainties and inconveniences at the global level.

The combination of increased computing power, diminishing prices of hardware, improvement of wireless and satellite technologies and reduced telecommunications cost have all but removed the space and time barriers to information access and exchange. This in turn blurs realities and gives the impression that we are all living in a global village. Consequently, more often than not, we are faced with the prospect of losing our individual identities and unique traditions, laws, customs, arts, literature, language and heritage. This has led to a debate as to the need for controlling, managing and implementing the information technology enhanced opportunities by balancing the socio-political and socio-economic changes through a dynamic, inclusive and productive education mechanism by planners as well as decision makers.

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The World Bank in one of its recent publications entitled 'Constructing Knowledge Societies', 2002, has correctly recognised that among the most critical dimensions of change are the convergent impacts of globalisation, the increasing impacts of knowledge as a main driver of growth and the information and communication revolution.

Knowledge based education has now become central to the creation of the intellectual capacity on which knowledge production and utilisation depend. We have to promote lifelong-learning practices and update knowledge and skills if we are to retain competitive advantage. Traditional institutions have an important role to play in this regard. They have to take advantage of the opportunities offered by the new information and communications technologies. Failure to do so will mean the widening of the digital divide that is facing most of the developing countries, particularly the low-income countries.

Success can probably be best achieved by expanding tertiary education coverage in a sustainable manner, addressing inequalities of access and outcomes and introducing greater flexibility in governance structures and management practices.

At this point is raised the question as to what should be the focus in efforts to reform education. Should it be just basic education in the poorest countries as opposed to equal importance being attached to investment in advanced human capital and tertiary education systems?

Various seminars and workshops convened in the recent past have more or less generally agreed that there is need for a balanced and comprehensive view of education as a holistic system, that includes not only the human capital contribution of basic education, but also the critical humanistic and social capital building dimensions of tertiary education. This recognition is important particularly for low-income and developing countries like Bangladesh.

In this context it would be advisable to integrate professional and technical education with social sciences and humanities as well as vice versa. Teachers preferably should also encourage students not to specialise only in narrow areas but have a broad-based knowledge-widening education. This kind of education will accommodate inter-disciplinary approaches, integrate liberal arts with professional studies, and promote learning communities that will then show intellectual vitality.

Developing countries like Bangladesh have to understand that social and economic progress is achieved principally through the advancement and application of knowledge and that we are at risk of being further marginalised in a highly competitive world economy because our tertiary education systems are not adequately prepared to capitalise on the creation and use of knowledge. This potential downturn can be avoided if the state puts in place an enabling framework that encourages tertiary education institutions not only to be more innovative and more responsive to the needs of a globally competitive knowledge economy but also to the changing labour market requirements for advanced human capital. The classical example is India and how it has made inroads into the world market for information technology.

If we look around South East Asia and the Far East, we will notice how tertiary education has exercised a direct influence on national productivity, which largely determines living standards and a country's ability to compete in the global economy.

It is evident from the examples of Malaysia, Thailand, Singapore and South Korea that tertiary education institutions have supported knowledge-driven economic growth strategies and poverty reduction by (a) training a qualified and adaptable labour force, including high level scientists, professionals, doctors, technicians, teachers in basic and secondary education, and future government, civil service and business leaders, (b) generating new knowledge, and (c) building the capacity to access existing stores of global knowledge and to adapt that knowledge to local use.

The United Nations Millennium Development Goals (MDG's) for education included universal enrolment in primary education and elimination of gender disparities in primary and secondary education. These are goals which the present Bangladesh Government and the previous Administration have followed with great sincerity. There have been important strides forward. The aspect that however seems to have been overlooked was the need for creating a suitable education support system. Not sufficient stress appears to have been given to training of teachers and school principals and the involvement of specialists from tertiary education institutions in curriculum design and educational research.

There is another area which needs careful examination and support. We have to remember that most of the scientific, technical and technological innovations are the products of basic and applied research undertaken in universities. Unfortunately, due to serious resource constraint in the public Universities and lack of serious interest in private Universities, little is being accomplished in this area.

It would be worthwhile to realise that if Bangladesh, both rural and urban, is going to be part of the global society, we have to get our act together and not always be guided by just the profit motive.

It is true that we need specialists in Business Administration, Management, Information Technology and Law, but we also require a rounded education. Pluralistic and democratic societies depend on research and analysis that are fostered through social sciences and humanities programmes.

I believe that we need a comprehensive approach in the development of the education sector. There has to be a balanced distribution of budgetary resources to ensure that developing countries like Bangladesh invest appropriately in all branches of education.

This issue needs to be addressed in a bi-partisan manner. Otherwise, it will reduce the ability of the country to compete effectively in global and regional competition. It will also lead to decline in the quality of life and a deterioration in terms of social cohesion. It will also make it that much more difficult for us to attain sustainable transformation and growth, as part of the global village.

Muhammad Zamir is a former Secretary and Ambassador.