What defines 21st century India? A demographic bulge – with 50% of the population below 25 years of age, unprecedented scale of information, impending onset of robotization, and deep-seated economic inequity. We are experiencing a tectonic change. The question is – how do we survive it?

This was the theme of discussion for the panel on ‘Edupreneurs Transforming Skills & Education in the 21st Century’ at One Globe 2017. According to the moderator, Shoma Chaudhary, former Managing Editor of Tehelka, education is at the heart of the question.

To survive the 21st century, we must transform education. This is a challenge, because while there is consensus that contemporary pedagogies need to be overhauled, it is not clear how, or towards what end. What are the correct attributes that the successful inhabitant of the 21st century must possess?

For Sudhir Wadhwa, Chief Technology Officer (Viridis Learning Inc.), a person preparing for success in the 21st century needs 4 important attributes: 1) global perspective, 2) empathy, 3) technological awareness, and 4) horizontal or lateral knowledge. The key, for Mr. Wadhwa, is to “become a global citizen.” Education can no longer afford to “focus on one country, or one algorithm…”

In larger discussions around education, terms like technology, sustainability, and innovation are often heard. But Manit Jain, Co-founder and Director of The Heritage Group of Schools, advised against ignoring socio-economic contexts in favour of abstract concepts.

He said, “I wouldn’t narrow the focus to global exposure or technology. I would also have them focus on the three-fourths of the world that we’re ignoring.” He added that education for the new age must “focus on developing social intelligence and creative intelligence.”

Sandy Hooda, Co-Founder of Vega Schools, agreed. For Mr. Hooda, education has to focus on nurturing values: “Our most important. . . set of values [are] empathy and compassion.” These can, in turn, facilitate collaboration and a global outlook.

Ms. Shweta Sastri, Executive Director, Canadian International School - Bengaluru, however felt that empathy cannot be taught. She said, “People have to be put into positions to understand what kind of situations are around them. And then they become empathetic. [It] has to be experiential learning through your context.”

Ms. Sastri suggested that schools redesign pedagogies around “key philosophies”. First, the integration of education and technology. Since technology cannot be ignored, schools need to start looking at technology as an enabler for learning. The second is contextualizing learning. Schools must give students opportunities to understand the bigger picture, whether it is global warming or environmental concerns.

The panelists agreed that schools must re-examine current merit-focused models. According to Mr. Jain, these do not encourage either originality or creativity. He noted, “it is not possible for children to develop original thinking when they are being constantly bombarded with content and are constantly being tested. This model does not give them any time to develop their own perspectives.”

The panelists agreed that traditional models, based on encouraging and rewarding rote learning, no longer work. Curriculums and pedagogies must be re-designed to nurture individuals with high creative and social intelligence. Individuals who can identify and understand real-world problems, and devise smart solutions. Only such can be the correct inhabitants of the 21st century.