Traditional learning methods are a thing of the past. No longer is it simply a case of rote learning and being able to reproduce learnt theory at exam time.
Educational institutions are leaning more towards what is termed “experiential learning”, where students are given tasks to complete in real-life situations as part of their curriculum.
In this way, learnt theory is applied and manipulated. This method of learning allows the qualified student to enter the workplace equipped with the necessary skills and experience.
This approach to education, known as “outcomes-based”, is in line with new educational standards legislated since the mid-1990s. The South African Qualifications Authority Act of 1995 aims to structure education and training in such a way that they facilitate skills development and the social development of all learners in South Africa, with the ultimate aim of enhancing our position as an international economic role-player.
Looking broadly at international relations and increasing globalisation, there is evidence of standardisation from legal, political and economic perspectives across international boundaries. Europe has been standardised legally and economically. The New Partnership for Africa’s Development was founded with the aim of merging developmental efforts and bringing working nations together across African states.
As boundaries within and between continents seemingly disintegrate, standardisation within the educational sphere is also likely to become increasingly evident. This trend in the standardisation of educational quality, required performance and assessment methods can be seen most prominently in the field of computer science.
Countries throughout the world are setting new and increasing standards for qualifications and measuring qualifications in terms of global standards with regard to academic quality and methods of assessment.
Equally, students wishing to obtain business degrees and qualifications should ideally pursue studies through educational institutions that recognise the importance of international recognition and status of such qualifications. In business-related studies, an understanding of the implications surrounding transcontinental business has become imperative.
Developments in technology and electronic communication have removed physical distance barriers. Global interaction is unavoidable if organisations are to take advantage of the many opportunities that can be realised by such interaction.
Working in isolation from the rest of the globe will be an option available to few employers in the future, placing additional challenges on learners as South Africa’s up-and-coming employees.
In order to enhance the ability of learners to think strategically, many business schools and educational institutions have adopted a two-phase approach. Learners will now be required to master the fundamentals of all the various business disciplines before embarking on a particular area of specialisation, for example, finance.
General knowledge of the interrelatedness of the various fields of business will allow learners to think in terms of the “big picture” and so address the challenges presented by the world’s fast-moving economic transformation.
Bev Kieck is director of academics and new business for The Damelin Education Group