Five years ago, my daughter asked me a question that got me thinking ever since. Would you want to know what she said?
In the middle of her GCSE revisions, my daughter asked me to provide an example of a chemistry equation I had learned at school. I could not recall a single one. She exclaimed, "Mum! Why am I studying chemistry? What exactly is the point?"
This conversation led to a debate on knowledge acquisition and preparation for future careers. The challenges faced by young people globally were also a worry. Despite young people's abundant ideas and creativity, an increasing number of youths are trapped in a poverty cycle due to unemployment. How could we empower them to break free from this cycle? Could we leverage technology to equip them with the tools to propose solutions to global problems such as climate change? A lot of soul searching eventually led to the idea behind 6C's.
Furthermore, the insights from curriculum framework reviews in the UK, USA, the Cayman Islands, and the UAE, identified a recurrent trend that "Today's education was designed for yesterday's workers". Graduates struggle to secure jobs due to the wide gap between what they learned, and the skills required to succeed in the workplace. In 1924, Sidney Presley advocated for a potent mix of technology and education to prepare for the future workplace. That was over a century ago. Global education systems have not kept pace with technology and do not prepare young people for the workplace. The passion to change this narrative and secure a brighter future for the next generation led to the birth of 6C's.