Dr. Tariq Ahsan
“Marching towards an inclusive society: Demanding a Revolution in Education”
Dr. Tariq Ahsan
Sustainable Development Goals (SDGs) of UN have projected to develop an equitable inclusive society for all by the year 2030. For achieving such equitable inclusive society, SDGs have set 5Ps as the fundamental pillars to sustainability of development, which include People, Planet, Peace, Prosperity and Partnership. Additionally, it has been hypothesized that the world beyond 2030 would be transformed substantially and would require a distinct set of skills from the human civilization for coping with the changing phenomena. In relation to that, education is being interpreted as the most significant catalyst for preparing human societies for the change.
Poverty and traditional system of education considered as two major inter-connected reasons behind social exclusionary practices in different parts of the world. More specifically, it is evident from the wide range of research that traditional approaches to teaching-learning; teacher-preparation and assessment are the major challenges of achieving newer skills that are required by the 21st-century equitable inclusive society. Following a systematic document review process, this paper aims to highlight the challenges in existing traditional education systems and in the society that might hinder preparing human resources for an inclusive society. As the recommendation for minimizing those challenges, the paper also identifies some revolutionary ideas and learning models (e.g. flexibility in learning from the perspective of “what-why-when-where-how” to learn) in education that exists in the current world, and could be scaled-up for achieving an inclusive society.