Dyfodol Llwyddiannus Successful Futures Llywodraethwyr CCD CSC Governors Graham Donaldson Caerdydd / Cardiff Mehefin / June 2017
Countries across the world are rethinking education policy with a view to • Agreeing and pursuing ambitious goals for all young people – equip them as people for future lives • Raising ‘standards’, including basic literacy, numeracy and digital competence, but also creativity • Developing values and ethical understanding • Defeating destiny – deprivation/experience/expectation/aspiration • Establishing a broad, secure and enduring base of education • Creating space for engaging teaching and learning – enjoy the experience and challenge of learning • Sustaining high quality, relevant and challenging education • Building the confidence and capacity of all practitioners • Establishing a constructive accountability culture
The challenge “What our children and young people learn during their time at school has never been more important yet, at the same time, the task of determining what that learning should be has never been more challenging .”
Scope, scale and Changing Nature and Pace of Change pace of change 1450 Gutenberg Printing Press – Renaissance – 15th century Reformation – 16 th century Centuries Enlightenment – 18 th century Steam Engine – late 18 th century Century Industrial revolution – 19 th century Computing, digitisation, miniaturisation 1930s – 1970s World-wide web 1989 Microsoft/Apple 1990s Decades Yahoo 1994 I-Phone 2007 Artificial intelligence, robotics -early 21 st Century Years
Scope, scale and pace of change Society & Citizenship Resources • Inequality • Scarcity • Demography • Efficiency • Life expectancy • Accountability • Civic participation • Changing family structures • Post truth/‘alternative facts’ Education Globalisation • New and growing expectations • Interdependence • Instrumental pressure? Education is for • Competition work? • Offshoring • Education for democratic participation / Employment • Reshoring • Skill demand changing ethical citizenship? • Mass migration • Portability • Uncertainty and lifelong learning • Scarcity • New conceptions of knowledge? • Employability • Climate • Digital competence • Creativity, teamworking, problem- • Fluid job market solving? • Lifelong learning • Deprivation and educational • Automation/artificial achievement? • Better learning or different learning? intelligence/robotics • Anywhere, anytime learning? Hand-held connectivity? • Social networking • Internationalisation – PISA/PIRLS/TIMMS
Average is over “This maxim (average is over) will apply to the quality of your job, to your earnings, to where you live, to your education, and to the education of your children…if you and your skills are a complement to the computer, your wage and labour market prospects are likely to be cheery…” (pages 4/5) “… a modern textile mill employs a man and a dog – the man to feed the dog and the dog to keep the man away from the machines.” (page 8) “The ability to mix technical knowledge with solving real-world problems is the key…” (page 21) “It might be called the age of genius machines, and it will be the people that work with them that will rise…we (will have) produced two nations, a fantastically successful nation , working in the technologically dynamic sectors, and everyone else .” Tyler Cowan 2013 ‘ Average is Over’
TECHNOLOGY AND EMPLOYMENT • ‘… about 47 percent of total US employment is at risk .’ • ‘… hollowing-out of middle-income routine jobs .’ • ‘… technological progress in the twenty-first century can be expected to contribute to a wide range of cognitive tasks, which, until now, have largely remained a human domain .’ • ‘… computerisation will mainly substitute for low-skill and low-wage jobs in the near future . • ‘… high-skill and high-wage occupations are the least susceptible to computer capital …’ • ‘… as technology races ahead, low-skill workers will reallocate to tasks that are non-susceptible to computerisation – i.e. , tasks requiring creative and social intelligence . For workers to win the race, however, they will have to acquire creative and social skills . Carl Benedikt Frey and Michael A. Osborne (2013) The future of employment: how susceptible are jobs to computerisation? (www.oxfordmartin.ox.ac.uk/downloads/academicThe_Future_of_Employment.pdf)
New markets and jobs but also volatility, insecurity and migration Complexity, diversity and inequality Ambiguity and citizenship Connectivity, collaboration and cybersecurity Personal and collective learning Innovation or obsolescence • “If we teach today as we taught yesterday, we rob our children of tomorrow.” • John Dewey (1915) Schools of Tomorrow
21 st Century schooling? Importance of strong basic skills including digital competence deeper conceptual understanding connected and coherent knowledge authentic knowledge in context creativity and problem solving learning in collaboration and to collaborate ethics and values personal agency Move from what students should be learning towards what they should become? (Priestley and Biesta 2014)
Creating the conditions for all young people to experience education of the highest quality requires 2 complex challenges to be addressed successfully Creating an inclusive, engaging and challenging set of learning experiences in pursuit of ambitious and agreed purposes of education. Bridging the gap between aspiration and the reality of day-to-day classroom life.
Some Interesting Elements of the • Agreeing and pursuing relentlessly ambitious goals for all our young people • Raising and broadening ‘standards’ across the board – creativity as well as basic literacy, numeracy and digital competence. • Addressing issues of identity, wellbeing and the development of ethical understanding and personal values • Creating a framework that is progressive and stretching and that embodies the best of current knowledge • Creating a framework that can be realised in practice • Creating space for engaging and effective teaching and learning • Using assessment as integral to (deep) learning
The report: Successful Futures 8 Chapters Overview Processes and Evidence Purposes Structure Pedagogy Assessment Implications Conclusions and Recommendations 68 Recommendations
Six Big Messages Compelling case for fundamental change Mobilise around clear and compelling overall vision for every young person – be clear about what matters Don’t make the complex complicated – It’s the teaching that counts Encourage coherence - clear lines of sight - minimise transitions – progression Create space for deep learning and creativity - balance consolidation and pace Assessment and accountability are for learning Realisation needs systems thinking
WALES ‘SUCCESSFUL FUTURES’ (2015) Four overarching purposes of the curriculum Key Curriculum Six Areas of Learning and Experience Recommendations Three cross-curriculum responsibilities and ‘embedded’ wider skills Progression Steps (reference points) at ages 5, 8, 11, 14 and 16 ( including ‘Routes’) Achievement outcomes A range of pedagogical approaches Refocusing assessment on learning, including learners’ self- and peer-assessment
Purposes of the curriculum The purposes of the curriculum in Wales should be that children and young people develop as:
Ambitious, capable learners who: • set themselves high standards and seek and enjoy challenge • are building up a body of knowledge and have the skills to connect and apply that knowledge in different contexts • are questioning and enjoy solving problems • can communicate effectively in different forms and settings, using both Welsh and English • can explain the ideas and concepts they are learning about • can use number effectively in different contexts • understand how to interpret data and apply mathematical concepts • use digital technologies creatively to communicate, find and analyse information • undertake research and evaluate critically what they find and are ready to learn throughout their lives
Enterprising, creative contributors who: • connect and apply their knowledge and skills to create ideas and products • think creatively to reframe and solve problems • identify and grasp opportunities • take measured risks • lead and play different roles in teams effectively and responsibly • express ideas and emotions through different media • give of their energy and skills so that other people will benefit and are ready to play a full part in life and work
Ethical, informed citizens who: • find, evaluate and use evidence in forming views • engage with contemporary issues based upon their knowledge and values • understand and exercise their human and democratic responsibilities and rights • understand and consider the impact of their actions when making choices and acting • are knowledgeable about their culture, community, society and the world, now and in the past • respect the needs and rights of others, as a member of a diverse society • show their commitment to the sustainability of the planet and are ready to be citizens of Wales and the world
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