Designing a broader curriculum for future-proof careers

The GCC nations are going through an accelerated pace of economic diversification and digital transformation, across all sectors. It is clear that education must equip citizens to take their rightful place in this increasingly digitalised world. Globally, 75 million jobs are expected to be displaced in the coming years, with digitalisation predicted to create 133 million unique jobs – further widening the skills gap.

The pandemic demonstrated that no one has control over the future — be it organisations or individuals. How can schools prepare students for future-proof careers? What skillsets will give them a competitive advantage in an increasingly digitalised world? How can schools support students in their education journey, help build resilience against adversity, and recognise when they need to self-seek help? These questions have moved to the top of educators’ agenda given the events of the recent past.

When teachers and educators are empowered with the resources and tools to promote and model behaviours, values and inclusivity, it helps build a stronger, safer and more inclusive school communities, supporting everyone’s wellbeing and improved learning outcomes.

The demand for certain skill sets has evolved significantly over the years, and the degree to which certain skill sets are valued over others has changed. Indeed, as various industries mature and new industries usurp traditional ones, a more diverse skill set is valued in a wider range of industries. A McKinsey report (2018) predicted that as automation transforms the skills companies need, demand for creativity will rise sharply by 2030.

A good example is the term Knowledge Worker; as part of the Knowledge Economy. This economy requires people who have developed a faculty for critical, independent thinking, which is valuable no matter what else they study, or what segment they work in.

The United Nations designated 2021 as the International Year of Creative Economy for Sustainable Development. Around the world, partly due to the pandemic, people are drawing on their creativity like never before to find innovative creative solutions to the problems and challenges we face.

This rising demand for creative skills in industry, and the positive response by 81 countries to the UN creative economy this year, emphasises how important creativity is for today’s global economy. Therefore, we must help young people to develop their creative skills from an early age in school.

I have seen first-hand how the arts can make self-starters and help children to develop emotional intelligence. Creative subjects require students to set their own agenda from within themselves and explore unconventional areas of thought.

However, creativity is much more than just learning to paint or dance, it is about generating new ways of thinking. Hence, it is also really important to help students to develop their creative thinking in all subjects.

Cambridge International recently revised its Primary and Lower Secondary curriculum to encourage seamless progression throughout school years. Four new creative subjects were introduced to the curriculum: Art and Design, Digital Literacy, Music and Physical Education. Six core subjects were revised to develop creativity, expression and wellbeing amongst learners aged between five and 14 years old. More than 2,000 schools in around 120 countries currently offer the Cambridge International Primary programme, and over 3,500 schools in nearly 140 countries offer the Lower Secondary programme to their students.

The new expanded pathway enables students to start developing skills for life like resilience, evaluation and problem solving. It also aims to develop confidence and the ability to adapt to a changing world. These types of skills have been essential over the past year, with students experiencing new ways of learning during the pandemic. A broader and well-balanced curriculum will help develop globally minded students with higher level thinking skills, creative confidence and valuable experience of working independently and in groups with their peers.

Abigail Barnett is deputy director of curriculum programmes, Curriculum and Qualifications at Cambridge Assessment International Education