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UK Youth Beyond Current Horizons
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Presentation of Beyond Current Horizons programme in relation to non formal learning for the UK Youth, St George's Hall, Futurelab event 'Vision not Division'

Presentation of Beyond Current Horizons programme in relation to non formal learning for the UK Youth, St George's Hall, Futurelab event 'Vision not Division'

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  • Perspective from formal ed and UK focus
  • Why think about the future:1. Culture changes and system change – time to create these changes, what the context we’re looking at? (Waverly 20 years to change)2. Safe place – not criticising policy but considering what’ next3. Articulate the future we want to bring about, and then work towards how we actually bring it about4. School child – length of formal education
  • Explaining this in brief to show that a lot of detail and a lot of remarkable people were involved in this programme – breadth and depth – plus an approach that looked not only at social, scientific and tech trends, but that sought to understand opinions and aspirations as well.Probable – POSSIBLE _ PREFERABLE
  • Building on existing research – Mental Capital and Wellbeing work, other work from Gov Office for Science/Foresite etc
  • Who are education’s stakeholders – pretty longlist!! – NFL audiencesParents, employers, children, teachers,
  • Moore’s Law and uses of techHow access/choose to access resourcesMIT/Open Uni/schoolofeverything -are youth workers better at supporting young people within their own environments – what about within their digital envioronments?
  • Digitally literateWhat does it mean to digitally participate, as well as participate in geographic communities
  • Some socio tech trends are important to recognise, but

UK Youth Beyond Current Horizons UK Youth Beyond Current Horizons Presentation Transcript

  • 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
    2417 votes
  • 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