Integrating the fin-tan innovation pedagogy model into co-operative education and learning communities

Abstract

Higher Education Institutions (HEIs) play a central role in the development of nations. They are considered to be the think tanks from which major solutions to address national challenges are generated. In addition, HEIs are thought to be dynamic communities of learning that influence social, economic and technological changes in societies. The labour market demands quality graduates who are prepared to work in professional duties and working life is willing to recruit people who have the necessary tools in terms of innovation and competence but also networks in society. However, the extent to which HEIs graduates are prepared to meet the needs of the current labour market is still questionable. HEIs are being claimed to send to the labour market graduates who are not ready and prepared to work in professional environments. The situation raises questions of pedagogy in terms of teaching and learning methods and particularly how learning is defined in HEIs. Further, it is uncertain as to whether the used curricula are suitable to allow innovation, critical thinking and multiple skills acquisition. However, for the HEIs to educate future generations and ensure that they reach the right set of skills and knowledge, the teaching and learning methods should be appropriate. This paper proposes that the gap between working life demands and higher education could be diminished by utilising the innovative pedagogy approach, the FinTan model, which includes the idea of reverse innovation and social inclusion.