Talking about BCH long term education futures programme, funded by DCSF’s Technology Futures Unit and led by Futurelab. This session fits under the headings ‘ensuring the capacity and capability of providers’ and ‘ensuring effective system leadership’. So very briefly, I’ll explain why thinking about long term possible and probable futures can help just that.
Dan Sutch [email_address]
Common concerns about a lack of preparation for ‘the future’ in education
In the end I like what we did, but I wouldn’t call it schools for the future. I’d call it schools for the very near future . So what was missing from my point of view was having some real ‘blue skies’ thinking and then reining it back into something that you could deliver in the next say, five or ten years. (Alsop Architects, talking about BSF exemplars)
We’re always just fire-fighting and thinking about next week – we need something to help us raise our sights to the longer term question of ‘what is this all for ’ (England, Children’s Services Director)
I have to plan, I have to make serious and long term decisions that will affect education in my local authority for the next 20 – 50 years – but I haven’t got any tools to help me think that far ahead, I have no idea what the possibilities might be (Local Authority Education Advisor)
What I’m worried about is that we are just taking for granted what ‘the future will be’, we’re not actually asking whether that is likely to happen or not , or what other things might happen, and if we’re not doing that, god knows if we’re actually preparing children in the right way (award-winning Head teacher, England)
Challenges: Generations and Life-course: ... By 2030 half the population will be over 50, one quarter over 65 ...ageing societies require the transfer of educational resources between young and old ... The role of “qualifications” will need to be re-examined ... “radical longevity” ...education as family’s ‘active health’ State, Market, Third Sector : ... Education is likely to be pluralistically funded by individuals, communities, employers, governments and private enterprise ... Pressure groups as the new ‘opposition’ ... Role of industry members as ‘teachers’ ... Links between young people learning and workforce development Knowledge, Creativity and Communication: ... Provigil and ‘cosmetic neurology’ ... Performance through smart drugs may require a trade off with creativity and originality ... New forms of sharing and communicating ... A change in what is perceived as important, new and necessary knowledge ... New ways of organising and representing knowledge Identities, Citizenship and Communities: Fertility rate that is below the replacement level and high levels of inward migration lead to a lower proportion of younger people and a more ethnically diverse ageing population ... Relationships between geographic, language-based, religious and virtual communities ... Online identities, avatars, virtual presence Working and Employment: ... Changing working hours and locations, and the implications for how schooling is organised ... Changing organisation of schooling, and the implications for working hours and locations ... Retirement based upon medical records not age ... Multi-generational workforces