Basma Elbahnasawy | Photo/Video Editor
Featured Image: Schools teach us that their definition of education is paramount; that we need to memorize the book to get an A+ to be successful in the future. | Rowan Campbell
I think we can all remember a time when a mandatory course in high school offered no clear relevance to us. It was almost like a task that one needed to complete, with no real indication of how it would benefit us in the future. Institutionalized education should not be a checklist; rather it should be implemented as a guide for future innovation and exploration. It is important to note this fact, as national progress is strongly dependent on the idea of innovative education, and not just the process of “learning for the sake of learning.”
Recent global conversations, from the United Nations to national political speeches, have suggested that the progress of a country is solely defined by the amount of institutional education it offers. To a minimal extent, this may present as true, but it is naive to conclude that this is the best way to achieve national progress—let me explain.
Schools teach us that their definition of education is paramount; that we need to memorize the book to get an A+ to be successful in the future. However, what institutionalized education does not teach is what is waiting for us on the other side of the book. We are told to learn, but not how to effectively apply this learning in the real world.
For example, in high school, we learn the concept of geometry, but not the possible implementations of it in the future, such as the potential in construction, fashion design, interior design, landscape, etc. This outdated process constrains students in an environment which does not reflect the everyday reality, forcing them to lose interest in certain topics.
Institutionalized education should focus on innovation, which includes teaching students to take risks, learn from experiences, and try something which is not printed in textbooks.
Classrooms should encourage students to be creators and thinkers, rather than a copy of the next student sitting beside them.
With the ongoing global need for new ideas and technological and medical advancements, innovation is—and should be—the focal point of the century. For example, when evaluating companies, we realize that they do not have a choice but to continue formulating new concepts to advance or even sustain their value. Similarly, the global standpoint of countries is driven through the constant modernization of events and technologies. The reason countries continue to strive towards advancement is because of the constant need to create more and advance ideas into the next generation. Education should follow this objective in everyday classrooms.
Imagine a world without mobile phones, boats, clocks, or even cameras. Innovation is what leads to these revolutionary advancements. Considering the serious drive for technology to modernize, institutionalized education should also take note and continue to advance with it. A strong example is the implementation of computer science courses in high schools. Not only does this provide students with an understanding of some of the trials of the real world, it also allows them to think of intuitive ideas to be implemented on one of the power tools of the decade.
The world is advancing and although knowledge is crucial, it is simply not enough to keep up. Creativity should be encouraged in schools to provide value for students in learning. This will prepare the generations to come for the global marketplace and fast pace of the world. Education is great for the present, but innovative education can launch our future even further.
