TEACHING IN A MULTICULTURAL SETTING

Abstract

Abstract Technological advancement and globalization have created new complex problems that have to be included in the education systems. The learning practice and approach have to be tailored to creating intentional students who can meet emerging challenges in the complex world. Emphasis is now shifting to analytical and practical skills, and problem-based learning for the complex world. Though more colleges and universities are encouraging more in-depth investigative learning, schools and other universities still over-emphasize memorization of discrete facts at the expense of deeper understanding and application of learned principles. University curriculum is fragmented into independently “owned” units indicating a serious lack of shared learning goals and clear expectations. The degree got thus only certifies completion of disconnected fragments instead of a student’s accomplishments. Further, promotion of University Professors is based on research, reputation and resources other than teaching and education success. This creates learners who cannot handle emerging challenges, and end up being frustrated and see no value to education. Students have their multiple burdens like family obligations, financial stress which complicate college life and leave them with very little time for studies. There are numerous challenges to the education system such as: increased student enrolment, increased age of students, affirmative action that has increased minority student enrolment, promotion of adult education and distance learning. There is pressure on job market, with newly invented jobs requiring a higher level of education to use technology and information. New practices and approaches are emerging that seek to raise the level of student effort and learning, to make them problem-based. In Maseno University we have constructive action projects in the third and fourth year of study. Students are attached to community projects, disadvantaged families, industries and agencies or institutions for a semester. In the course of their work, there are consultations with lecturers and tutorials. From these work students develop portfolios in their respective areas of specialization. This experience provides them with an opportunity to translate theory into practical learning, and also the study of society service. Students reflect on life implications of ethical theory for the life of a professional, raising their self-expectations.