DEVELOPING HUMAN CAPITAL FOR THE FUTURE WORKPLACE

We must equip our young with a broad range of skills and experience that can help them creatively adapt to technology-rich environments

MALAYSIA needs to be prepared for a rapidly changing, increasingly interconnected and technologically rich world where there will be many new opportunities. There will also be disruption across many industries, demanding greater career flexibility.

We need expertise in various disciplines, particularly science, technology, engineering and mathematics (STEM). More effort is needed to increase the number of researchers, scientists and engineers. In the future, we will have to compete with our brains, and with science.

Promoting STEM education has long been prioritised in Malaysia, beginning in the 1970s with the first national science and technology enrolment policy, which aimed to see 60 per cent of students enrolled in science studies, 40 per cent in arts.

Increasingly today, however, Malaysian students opt out of STEM fields at the secondary school and tertiary levels — part of a worrisome global trend.

To overcome this, science teaching must change, with the overall objective of fostering a living science as a dynamic force for societal improvement. Our efforts must be geared towards the creation of a scientific mind. Science teaching has to evolve from its traditional form, where sciences are taught without showing much of its exciting usefulness and practicality in everyday life.

In classrooms, scientific laws are learnt, not discovered; hypotheses are not tested but taught. This does little to develop an attitude for inquiry, adaptability and objective understanding. Students need the ability to critically observe, analyse and draw conclusions on everyday phenomena. We must help make science education more interesting, relevant and applicable to our daily lives.

Graduates must not only be book smart and curious, but have the “soul” or conscience to know right from wrong; they must have the ethics and integrity to pursue science for the betterment of society.

Prime Minister Datuk Seri Najib Razak believes that increasing the number of STEM students should be a “national movement” to ensure our competitiveness in the global arena.

Tabling the 2018 Budget recently, he announced RM250 million to set up a STEM centre to develop the latest learning methods to train STEM specialist teachers.

The computer science curriculum module will be enhanced to include coding by primary and secondary school students, and 2,000 classes will be upgraded to 21st century smart classrooms to enhance creative learning and innovative thinking.

The government is also committed to technical and vocational education and training, announcing the TVET Malaysia masterplan, including 100 TVET Excellent Students Scholarships worth RM4.5 million.

Also of note is the bid to support skilled workers in the rail industry. The new National Rail Centre of Excellence, Malaysia Rail Link Sdn Bhd, in cooperation with higher education institutions, will train 3,000 professionals in the industry.

In 2011, futurist Thomas Frey predicted that 60 per cent of the jobs in the future have not yet been invented.

Among them are drone traffic supervisor, data scientist, avatar designers, 3D printing engineers and autonomous transportation specialist. We need to address the conundrum of how to prepare our young for this.

On that point, physician and writer Dr George W. Crane makes this assertion: “There is no future in any jobs, the future lies in the person who holds the job”.

Hence, we can no longer focus on equipping students for specialised careers. Career paths are becoming more flexible and we need to change expectations of what a person’s “career”, or “careers”, will look like. Of course, we need specialists and academics, but businesses need employees with a broad range of skills and experience that can help them to creatively adapt to technologyrich environments. Young people need that range of skills so that they can move between careers.

Graduates of the future should become job creators, rather than job seekers. The world needs new ideas, innovative solutions and visionary leaders who can make them happen.

Today’s most successful entrepreneurs are those who pursue both economic and social values, who create not only wealth but also a wealth of opportunities for others. Entrepreneurship education is a vital part of the overall curriculum.

We also should prepare the education system to support the ongoing re-qualification of the industrial workforce, recognising the need for training to take place in more settings than traditional locations. This support could include providing onlinelearning platforms and access to free courses at “open” universities, which have no entry requirements, as well as using mobile apps to offer training and access to know-how.

This is a difficult journey, which requires careful coordination. We must make it step by step, building wide consensus on the role of education both now and in the future, to ensure that the young can thrive in an increasingly complex and interconnected world.

We must build on the great strengths of our education system, our remarkably talented and hardworking teaching workforce, and garner expertise from across disciplines. Our future generations can then face major technological, demographic and social challenges with growing confidence, creativity and talent.