UK Youth Beyond Current Horizons

Dan Sutch dan.sutch@futurelab.org.uk

The BCH programme is aiming to build a challenging and long term vision for education in the context of socio-technological change 2025 and beyond
Long term futures programme intended to
Enhance the ‘futures thinking’ capacity of the UK education system
Inform current strategy, decision making and planning

The BCH programme is aiming to build a challenging and long term vision for education in the context of socio-technological change 2025 and beyond
Educational goals
Educational ‘personnel’
Educational institutions
Educational methods
Educational tools
Educational outcomes
Beliefs about education

Section title goes here
Approach

Three areas of activity
Building the Evidence
Commissioning new research
Developing scenarios
Public & Stakeholder Engagement
Ensuring a broad participation
Translating Research into Action
Supporting action in the real world
probable... possible ... preferable... futures

The 5 Challenges
60+ original research papers from a range of disciplines (economics, neuro-science, sociology)
Generations and Life-course
Identities, Citizenship, Communities
Knowledge, Creativity and Communication
Working and Employment
State/Market/Third Sector
Cross-challenge activities
Science and Technology Subgroup (review & cross-challenge involvement)
Demographics (Review)
Popular images of educational ‘futures’ – and how to challenge these (event)
Dealing with uncertainty and risk (review and event)

Public & stakeholder engagement
Representing wider values & aspirations
Agency of creating ‘preferable’ futures
Workshops & seminars
Citizens’ Council, Citizens’ Panel, expert interviews (industry, parents, grandparents, young people etc)
Web-based engagement tools
Million Futures (http://www.millionfutures.org.uk)
Power League (http://www.beyondcurrenthorizons.org.uk/powerleague)

Translating Research into Action
Supporting action in the present day
Underlying purpose of BCH
Helping audience engage with long-term thinking
Moving beyond immediate plans
Giving system leaders confidence
Able to assess resilience of assumptions
www.visionmapper.org.uk

Not predicting, but taking into account
trends and drivers, and aspirations and concerns,
to explore the most appropriate educational responses.
The agency to create the future we want

A few trends
What do they mean for your roles, organisations and practices?
How do they challenge/support your arguments about the role of NFL?

Creating the personal ‘cloud’
The capacity to connect to a network and be constantly connected to knowledge, resources, people and tools
AntHealdListening to Prof Claxton at #ukyouth on http://bit.ly/s6EaL while doing the ironing. Now that's 21stC learning!
The ability to be ‘wrapped’ in an information landscape rather than managing it through institutions
Recognising the rise of the ‘mobile learner’
‘Pulsating networks of learning’
New ways of connecting and accessing ‘educational offerings’
What does this mean for how we access formal and non-formal learning offerings?

Information landscape
Denser, deeper, more diverse – “know more stuff about more stuff”
Gather, store, use, share more data about more of our world than at present
Social movements towards accountability & transparency
Increased availability of data storage
Digitally tag entities in extended world
New forms of bio/genetic information
What does this mean for what we teach and when we teach it?

Institutional boundaries
Weakened & porous
Information not tied to institution
Greater number of ‘suppliers’ of education
Blurring ‘work’ & ‘leisure’
Personal networks/expertise/brand
Education/work/retirement no longer differentiated
Working life longer/education as leisure, lifelong etc
Public/private roles merging
Disaggregation of learning/resources from the institution
What does this mean for where learning takes place – and when people access it?

Decline of the ‘knowledge economy’ as a utopian future
Polarisation of work
The intersection of demographic change and technological developments
The capacity to ‘off shore’ all forms of work
Increase in the demand for caring, personal services
Importance of lifelong learning for work and as leisure
Healthy or unhealthy ageing population?
Continued investment in childhood education
What does this mean for who is involved in education and the aims of learning?

Challenges and questions for education

A significant shift? educational institution ≠ learning
A range of new providers: public, private, third sector (nationally and internationally)
Greater Expectations; SchoolOfEverything; Learning/play centres in shopping malls
Distinctions between sites of education, leisure and work and between stages of education, caring and retirement will erode
How do learners make informed choices about providers, opportunities etc
In(non?)formal learning, including inter-generational learning, will play an increasingly important role in social cohesion and education provision

Challenges for education
Creation of open, flexible and networked relationships across diverse educational institutions, both formal and non formal
No single educational response will prepare learners – a need for a diverse ecology of institution and practice
The development of a mentoring and networking workforce
A range of educational professionals for a variety of tasks
A public debate about the aims of education
Informed debate to support change.

Aspirations for the future of education
1. Educating for civic participation, civic responsibility, and community cohesion
identity as part of communities; creating safer/cohesive communities
2. Education for social equality
basic skills for all, ongoing access to education; gaps in attainment not exaggerated by social inequalities; provision specific to need
3. Education to world class standards
across economic, social and moral aims of education
4. Education for the economic reality
appropriate knowledge and skills for the sorts of jobs that will exist
Understanding the aspirations and concerns of education’s ‘stakeholders’

www.beyondcurrenthorizons.org.uk/powerleague
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www.beyondcurrenthorizons.org.ukwww.visionmapper.org.ukwww.powerleague.org.uk

Scientific-technological trendsProfs Dave Cliff, Josie Fraser, Claire O’Malley
Once per decade disruptions
Moore’s law continues
Cloud computing
3d printing and printable electronics
Psycho-pharmaceuticals
Artificial Intelligence remains hard
Systems of Systems

UK Youth Beyond Current Horizons

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