Sejahtera Academic Framework (SAF)

48 47 Education 2030 — from 4Ms to 4Hs Translated into educational terms, the 4Ms (Manpower-Mind-Machine- Money) must now be expanded into a 4Hs nexus of Humanity-Heart-Hi-touch- Humaninsing Life. Alternatively, this framework further aims to enable the reconstructing of future education to be more inclusive, as envisaged by the overarching outcomes of Education 2030. This is interrelated with the Sustainable Development Goals (SDGs) of 2016-2030 encompassing the 5Ps of People, Planet, Prosperity, Partnership and Peace. It is no coincidence that the 2020 International Day of Education, which falls on January 24, 2020, is contextualised on the same reference points. From a similar perspective, the younger generation clearly point to what education’s next destination would be like, and what it means. It is equally a moral as it is an educational imperative. According to TIME, Thunberg "offered a moral call to those who are willing to act, and put shame on those who are not" — global leaders included. Reportedly, Thunberg has joined forces with renowned natural historian, Sir David Attenborough in asserting their leadership globally, not just a sustainable one, but an equitable and fair partnershipbetween theGlobal North and South. By creating a “global attitudinal shift”, as it were, millions across geopolitical boundaries have endorsed the call by joining hands to force recognition of an urgent need for change. Gone are the days when the South was coerced into playing catch-up based on the (unilaterally) standard set by the North or the West, which has been regarded by experts as the very source of the problem way back during the Earth Summit of 1992. As a result, for the ensuing decades, the case further deteriorated until the introduction of the UN Decade on Education for Sustainable Development in 2005, which ended in 2014. In the 10 years, the As the pandemic deepen with more than 30 million people affected, and more than 1 million death globally by the third quarter of 2020, the “true” nature of the so-called “modern education” is made bare to the eyes of the world. its relationship to slavery, slave trade and scientific racism can no longer be disputed. The so-called “world-class” universities of the Global North are no more what they claimed to be - just, fair and universal. To quote the Christopher L. Eisgruber, the current President of Princeton University on the decision to remove Woodrow Wilson’s name from their School of Public and International Affairs: “Princeton honored Wilson without regard to, and perhaps even in ignorance of, his racism. And that, I now believe, is precisely the problem. Princeton is part of an America that has too often disregarded, ignored and turned a blind eye to racism, allowing the persistence of systems that discriminate against black people” (2020). In other words, today’s education is not only unsustainable, but also colonised and coloured by racism in a very subtle way, and this has been kept away from the public’s consciousness until the coronavirus pandemic exposes it. education factor played a pivotal role in moving the needle towards the goals of sustainability. Post-2014, SDGs came to the fore as described earlier, where the education factor is inherent in the transformative process towards a sustainable future. This cannot be better illustrated than the effort taken by UNESCO, the lead agency for SDGs. In launching the futures of education, “Learning to Become” was crafted as a major think piece that projects a new trajectory forward. It complimented well another approach of learning that is rooted in the 1972 Faure Report, “Learning to Be”, and two decades later, in the 1996Delors Report, which embraces the four pillars of learning for the 21st century, namely, Learning to Know, Learning to Do, and Learning to Live Together, being other three. Put this together, within the framework of the 1956 Razak Report, the ensuing Falsafah Pendidikan Kebangsaan (1996) and the inherent wisdom of its Sejahtera concept, Malaysia is well-poised to reach out towards the futures of education. The ultimate global mission is to save planet Earth, and along with it ensures that all living species and their natural ecological ambience survive intact. Simply put, survival or being sustainable is the new endgame for education. And everything else follows accordingly. It therefore becomes the basic catalyst to go beyond the 21st century, designed to share a forward-looking vision that offers a policy agenda for the post-industrial age and its ramifications. It is about leveraging education and knowledge (even wisdom) as the common platform of highly renewable human endeavours in instituting sustainable alternatives to transform the world through sustainable education. That is, a world which is more just, equitable and enriched by the wisdom of Divine revelation within the homo sapiens (not merely homo economicus ) that has been missed, if not failed, to nurture truly educated insan in the real sense of the word. In IIUM, this will be the homo Islamicus .