Education revolution was at the centre of discussions in the recently-concluded National Dialogue in Kigali. While this was highly emphasised, it got squeezed up with my educational ideas in the wide road of economic freedom and development and thus a desire to rethink about education in this century was born.

The world today faces critical changes with divergent complexities and contradictions in the education arena. These have degenerated into tension amidst which education is still expected to prepare individuals and communities by giving them the capability to adapt and  respond adequately to all the developments in the social world.

In light of the above, the saviour is considered to be education. It’s, however, important to note that education alone may not be able to solve the contemporary development challenges; but rather the adoption of the humanistic and holistic approach to education can be the solution for the achievement of the desired developmental model that can easily address modern challenges.

There is a strong relationship between economic development and education and the indicators of a falling economy can be defined by the quality of its education. Therefore, a vibrant economy is guided by environmental stewardship of quality education such as inclusive education and social justice. Simply because ethical and moral principles of a humanistic approach to development stand against violence, intolerance, discrimination and exclusion.

Modern education needs an overhaul and should be replaced with an open and lifelong lithe approach to learning. That is the form of education that avails the opportune for all children to realize their full potential and view the prospect for an optimistic and sustainable future with a dignified life.

Why humanistic approach to learning is important

Given the current revolution in technologies, digital technologies in particular, there is need to reconsider it simply  because it defines the contents for learning, the pedagogies to be used while facilitating learning as well as the role of teachers and other stakeholders in education and institutional management.

Many educators and education policy makers look at education as the channel for a better life through acquisition of a good paying job, well that is true, it is so significant but that’s where we have gone on to miss a point and fail the education institution.

Education and learning are far beyond utilitarianism and economism; it instead embodies the facts of human existence and their relations. We need to understand that much as governments, donors and all human rights activists have over the years emphasized the aspect of education inclusion, it has not been fully successful and one would blame the curriculum that de-considers humanistic approach as a holistic approach to quality education and learning. With humanistic approach, all people benefit from Education, be it immigrants, indigenous people, people with disabilities and many others particularly those living in countries torn apart by wars and conflicts.

The mushrooming societal and economic intricacy tables serious education challenges in today’s globalised world.  The escalation of globalization in economy has failed to address the modern scourge, there is still untold level of an employment among graduates who also double as the youth.

Much as this phenomenon is attributed to un-even distribution of resources, limited jobs on the market as well as failure to connect our education to the fast-changing world of work, the education offered must consider societal development.

When you intrinsically look at the apparent level of learner’s mobility and human resources across all borders, one realizes that that these new patterns of acquaintance and skills transfer require new ways of recognizing coupled with validating and assessing learning.

We therefore need to understand that Knowledge refers to information and understanding, values as well as altitudes that one obtains mainly after a course of education and learning for this matter therefore, knowledge and education can be categorized as common goods simply because the creation of knowledge, its acquisition and use are universal to all people as part of collective societal actions.

The model of common good permits us to go past the pressure of distinctive socio-economic theories that are innate to the conception of ‘public good and embrace the fact that knowledge is an inherent ingredient of the common heritage of humanity. Therefore as we face the realities of this fast changing world and the need for sustainable development in the rapidly interdependent world, knowledge and Education must be well thought-out as common good stirred by the value of solidarity that is laid deep down in our common humanity.

The writer is a PhD student of Comparative Education at Beijing Normal University

pontiankbr@outlook.com