Empowering Students For Life After School
Reasons why students are opting for cross-domain or stream subjects in Class 11 and 12.
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We live in a competitive world, and this is especially true when one enters the workforce. Work culture has undergone a tremendous change in the past few years and it is imperative that students have an edge when they step out into the world after their studies. In the foreseeable future, we can assume that the ability to unlearn, learn and relearn will be characterized by the complex interplay between humans, machines and the environment. The knowledge of only pure science, commerce or humanities will not suffice. One will need to understand the psychology, sociology and the history behind the ‘why’ and the ‘how’ of everything. The shift has begun and one aspect of this is clearly visible when students choose their subjects in grade 11. However, there are a few points that students and parents need to keep in mind before making those choices:
Frame of Reference
The pace of technological advancement and economic development has accelerated considerably, resulting in several changes and the consequences of these changes have started manifesting in society and impacting everyone. With the world becoming increasingly fluid and interdependent. It is important for students to understand the importance of and the subtle differences between the skills of knowledge, comprehension, application, analysis, synthesis, and evaluation. This understanding is critical to both students and educators. Without having a thorough knowledge of each of these and the inter-relation between the fields of study and their approaches, learning will have no real value.
Research says that millennials will make multiple shifts in their careers. Each career change will need a new skill and the ability to multi-task. The choice to make that career shift and then to have that skill to embrace that change will only be smooth if one has an understanding of cross-domain stream perspectives. The 21st-century skills of critical thinking, collaboration, creativity, and communication are integral to multidisciplinary subject choices. For instance, for an architect, it is of utmost importance to keep the psychological needs of a client in mind while designing a space.
Developing Practical Skills
A multi-disciplinary mind works through the ‘solution focused’ approach, which begins with a question that stimulates studies to look for answers. Hence, training through multi-disciplinary focused solutions helps students find multiple solutions to problems. Students are keen to choose subjects across streams to keep their curiosity alive and see how they could transform their learning into action.
Education for Life
When students step into high school and choose their subjects for grade 11 and 12, they also think about what they want to do after school. Exploring the unknown, preparing for professional examinations, internship experiences, voluntary work and meeting people from diverse careers/professions influence their thinking and help them to reflect upon the choice of subjects and the dream job that they are aiming for. We send students out into a VUCA – volatile, uncertain, complex and ambiguous- world and it is important that we train them to be adaptable life-long learners.
Finding your Flow
Flow means engaging your whole self in an area of passion, defining a goal that you are compelled to reach, and having a purpose, passion, and pursuit to follow. Stimulating young minds with all these ingredients and then letting them dive deeper will help them navigate their own paths. This requires a backward integration and helps the student understand the need of studying subjects, which will help them gain knowledge, have practical skills and also develop the right attitude for their future path. This has to be realized and reinforced through the teaching and learning process.
The future will see the birth of new professions. As educators, we constantly strive to teach our students to be prepared for the ‘real world’. With the complexities of the world, let us help them to discover their passions through a series of engagements, both scholastic and co-scholastic. It has to be a journey from the known to the unknown and that can only be possible through self-discovery and conversations about the way forward. Be the guiding light!
Disclaimer: The views expressed in the article above are those of the authors' and do not necessarily represent or reflect the views of this publishing house
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