THE PATH TO BEING FUTURE READY
FOR Gen-Z students, an education that is broad-based and fluid in its nature is the approach that is favoured. This approach, also known as trans-disciplinary approach to education, seems to also be the model favoured by employers with the advent of the 4th Industrial Revolution as it equips their prospective employees with the necessary soft skills to thrive in the workplace.
Taylor’s University deputy vice chancellor and chief academic officer Prof Dr Pradeep Nair said the university decided to embark on the effort to revamp its approach to education after listening to students and employers on their respective needs.
“Today’s learners want to be more involved in the process of their education; they want the flexibility of choosing what they will learn. On the other spectrum, our industry partners have indicated through the many engagement opportunities we have had that they look beyond the traditional indicators as the needs of the global workforce differ greatly from even 10 years ago.
“Recognising this fluid need, we introduced a completely new approach to pedagogy at Taylor’s University. The Taylor’s Curriculum Framework (TCF) allows our students to mix and match their modules, allowing them to marry their passion with discipline specific knowledge,” said Prof Dr Pradeep.
Through TCF, students will be able to co-curate their education with Taylor’s University and do so according to their strengths, career ambition or interest. It will allow today’s learners to develop their human-centred characteristics which will be a crucial part of the 4th Industrial Revolution.
“The 4th Industrial Revolution brings technology closer and closer to the physical, digital and biological aspects of life. It will change the way we work, learn and live, and because the way we work is going to change, the skills that people will need in the 4th Industrial Revolution will not be the same skills from what were needed in the Internet age.
“Through this shift, the current workplace will move away from being a task-based environment to one that revolves around human-centred characteristics.
“As universities, we have to inculcate these characteristics in our students so that they are well able to meet the demands of their future workplace. Being flexible is a huge part of our current approach to education. Students can now choose from 100 extensions, 129 majors, 323 minors and an option of 200 free electives.
“They also have the flexibility of selecting where they want to study. Currently, we have more than 180 academic partners globally for our students to select from should they decide to study overseas, on an exchange. This will allow them to immerse themselves in another culture, a foreign setting – giving them an opportunity to enhance their cross-cultural knowledge,” said Prof Dr Pradeep.
Another unique feature of TCF is that it actively promotes the acquisition of life skills knowledge.
Students now are required to attend two modules – Life Skills for Success and Well-Being, and Millennials in Malaysia: Team Dynamics and Relationship Management – which will allow them to develop themselves to be emotionally intelligent and interact with others.
“A specialised team called the Life Skills Coaches/Facilitators who come from various backgrounds was appointed to look into this aspect of the learning. The Life Skills Facilitators, which include certified coaches, clinical psychologist, humanitarian and corporate trainers among others, deliver these life skills modules to all firstyear students, providing them the opportunity to enter into a journey of self-discovery, catching foundational life skills, emotional intelligence and tools that will help with emotional well-being,” he said.
This unique approach to education was recently adjudged the winner of the Face-to-Face Immersive Learning Experience category of the Education Minister’s Special Award Ceremony: Innovative Curriculum Design and Delivery 2018 (AKRI 2018).
“The Life Skills modules provide a platform to the Life Skills Facilitators to constantly enhance the way they engage their students and allow the students to be futureready. Close to 90% of our students said they found the two modules helpful and provided them the platform to safely develop their emotional wellbeing in a positive manner,” he said.