Those years before 2000 were the best. The education system turned out scientists, engineers, and doctors. They made their names and their country famous in their respective fields. As of the year 2000, technology was advancing rapidly. Social media, artificial intelligence, augmented reality, and now blockchain has created new avenues for earning and living.

The syllabus for the course needs to reflect these opportunities, but it does not. In college and university, students can decide what direction their career will take, but the early years of school are when a direction for the future can be set.

In school, they focus on maths, biology, physics, science, and a bit of computer (that is, hardware and basic software use) but nothing else. Currently, we are living through the fourth industrial revolution. The syllabus should reflect current as well as future opportunities.

Schools teach students to focus on jobs rather than entrepreneurship. The school does not teach entrepreneurship fundamentals like risk-taking, decision making, and creative thinking. There may be a need to introduce entrepreneurship, artificial intelligence, and augmented reality into the curriculum now. Japan and Singapore are the only two countries that are constantly updating their curricula in Asia. They understand the importance of keeping up with industry trends and preparing their children for the future.

Asian countries need to create a syllabus that the student needs and actually wants to read.

After the year 2000, the world changed, and the workforce soon replaced robots and machines in key industries such as automobiles, transportation, merchandise, and aircraft. The number of Internet users is three times what it was 5 years ago. There are self-driving cars, and there will be self-driving planes in the future.

Entrepreneurs not only provide a solution to a problem but also provide employment opportunities in the community. They play an important role in creating a progressive society.

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