In an ever-evolving landscape, the enduring maxim that change is the sole constant resonates more profoundly than ever. The swift pace of transformation across various sectors is deeply disorienting, leaving most young people uncertain about their position within this perpetual flux.

Each passing day heralds the emergence of novel information, products, technologies, and problem-solving methodologies, yet their transitory nature is underscored by the rapid succession of even newer advancements. Navigating this relentless tide of change is undeniably daunting, yet navigating it is the option we have but no other if we must survive here.

But how should we navigate these rapid changes? Historically, “education” has been a springboard for “knowing how,” yet today’s education struggles from the shock of the change we are experiencing. It is dubious whether the education we get today is well-equipped to prepare us for the changes we are seeing nowadays.

Obviously, in most parts of the world, but especially in our part, our education and education system are in crisis. If not, how can we reconcile that after twelve years of committing ourselves to learning (primary and secondary), we come out still lacking what is needed to live and earn sustainably?

How can we ever appreciate that after four or five years of tertiary education, we are then compelled to get the required knowledge and skills for making a living because the knowledge and skills we have accumulated over these years are not appropriate or sufficient for a job that can earn us a living? Why is our education system not designed or less designed to teach the “so-called” proper skills/knowledge or teach them sufficiently within these years for education? – Something I ponder even as I write.

Our education has been confined to rigid and outdated practices, where the emphasis lies more on passing and failing than on cultivating the skills essential for thriving in a rapidly changing world. In our primary and secondary schools, little is done to introduce new subjects and teaching approaches.

 In our tertiary institutions, little is done to replace courses and programs irrelevant to today’s realities. In most schools, little is done to foster adaptability or critical thinking. This archaic nature of our education and education system prompts disappointment in its ill-equipment of students for today’s changes. Even so, its continuity is more frustrating. Yet, confronting this crisis is pertinent if we must survive the changes occurring in our time.

To effectively confront this crisis, we must reimagine education. It must transcend the boundaries of traditional pedagogy, fostering a culture of continuous learning and innovation. Instead of teaching for grades, the focus should be on nurturing creativity, problem-solving abilities, and adaptability—the cornerstones of success in a rapidly changing world. Instead of deferring the acquisition of essential skills needed for adaptation and livelihood until the culmination of sixteen years of primary, secondary, and tertiary education, it is imperative to instill these proficiencies from inception, thereby nurturing them organically and seamlessly throughout one’s educational journey.