Learning to foster builders of knowledge economy

Learning to foster builders of knowledge economy

Graduates' capacity for dealing with the six challenges of the knowledge era is critical for their success as
builders of knowledge economy. This paper argues that developing such a capacity requires authentic learning models that are grounded in interdisciplinarity. The integration of ecological educational models and organisational learning theories is suggested as an effective vehicle for formulating authentic learning strategies. A Participatory Action Research methodology,
including Reflection-in- and on-Action, is used to collaboratively foster a productive learning environment where all learners, both students and teachers, create, test and refine strategies for learning for the knowledge era. This process is structured through an integrated learner-centred learning model, which evolved over three years. Inspired by developing competencies for the knowledge era, learners collaboratively foster a culture of deep learning and initiative – a prerequisite for leveraging the opportunities presented by contribution-oriented pedagogies. Coherent curricula that are meaningful
for students now, and in the future, are co-developed by inter-connecting content with interactive classroom sessions, assessments and course evaluations. Students' capacity for succeeding in the information age is developed through leveraging modern technology. Findings suggest that the new learner-centred learning model successfully engages students in developing their attributes as graduates poised to build knowledge economies.

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