1. NEED OF EDUCATION FOR 21ST CENTURY
Dr. Geetika Saluja
January 2016
Contact: geetika.b.saluja@gmail.com
+91 98242 60880
In the twenty – first century, mastery of the basic skills of reading, writing, and math is no
longer enough. We are confronted by exponential increase of readily available information
and new technologies that are constantly changing in more complex societal challenges. Thus
work, learning and citizenship in the twenty-first century demand that we all know how to
think – to reason, analyze, weigh evidence, problem-solve and to communicate effectively.
They are no longer the skills that only the elite in a society must master; they are essential
survival skills for all of us.
World-wide we are observing that while students are learning how to read at least at a basic
level, they are not learning how to think or care about what they read; nor are they learning to
clearly communicate ideas orally and in writing. They memorize names and dates in history,
but they cannot explain the larger significance of historical events. They may be learning how
to add, subtract, and multiply, but they have no understanding of how to think about numbers.
Not knowing how to interpret statistics many students cannot make sense of the graphs and
charts they see every day in the newspaper. They are required to memorize (which are usually
quickly forgotten) a wide range of scientific facts, but very few know how to apply the
scientific method - how to formulate a hypothesis, test it, and analyze the results. Longer our
children are in school, less curious they become.
In the world of changing technology and lifestyle there is a need to design curriculum with all
three Ps: P(people)–P(Planet)-P(Profit). As per my observation teachers haven’t been trained
to design integrated curriculum around students gaining tools and strategies to tackle pressing
sustainability issues in their own spaces. In today’s scenario the method of imparting
education needs a review with a focus on cooperative and active participation, wherein
students are directed explicitly in taking initiatives leading to understanding their role and
contribution in transforming their own cities, to smart and sustainable ones. Students should
understand various local, global perspectives and solutions which exist around the world and

2. take informed decisions. As one moves up the ladder in life, the dependence on active
citizenship & sustainable outlook empowered with life skills will always increases to ensure
that they play a full and active part in society – politically, socially, economically and
environmentally. It is vital to remember that designing Curriculum with Education of Active
Citizenship for Sustainable Development should not be an add-on to Syllabus but is central to
it and should be integrated within the conceptual framework of taking students along the
ladder of LOTS to HOTS. It should go from learner’s level tasks- initiating thought process
to Master’s level task giving space for incubation, discussion to finally Development level
task of taking viable actions. This will then be translated into acquired life skills through
debate, panel discussion, survey, opinion, role play, interview, reflection, interaction with
range of experts, field visits with enriched perspective and provide learners with valuable
opportunities for community engagement, professional development and wider scholastic and
co-scholastic achievement. This will open avenues for the school students to understand
various professions among wide array of options available in diversified global world.
Dr. Geetika Saluja