School 2020: Creating the Future Model of Education [English]


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Presented to the Forum of the Minor Academy of Sciences, March 2010, Bekasovo, Russia

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School 2020: Creating the Future Model of Education [English]

  1. 1. Creating the Future Model of Education Pavel Luksha SCHOOL 2020 Presented to the Forum on the Future of Education November 2009, Obninsk, Russia
  2. 2. 2 Russian Education in the ‘Reactive Mode’ • Increasing gap between the content of education and demand from the economy / government • Changes come from outside, and the education system reacts: – e.g. ‘Unified State Examination* - should be cancelled’; ‘Bologna process - should be stopped’; … • ‘Reactive Mode’ is a weak position: “please give us back what we had before the change came” A STRONG POSITION WOULD BE: “LET’S MAKE IT BETTER BY IMPLEMENTING A NEW MODEL OF * Unified State Examination (EGE) – standard aptitude test mandatory in Russia since 2008
  3. 3. 3 A New Model of Education • Responds to global challenges • Responds to the country’s strategies in the modern world (geopolitical, economic, scientific, cultural …) • Responds to requests and demands of students DOES A RESPONSE EXIST?
  4. 4. 4 School Education: New Global Challenges • “Post-information society”: the traditional model of knowledge transfer is not required at all (‘Google knows everything’) • Life long learning gets real: deinstitutionalization of education (‘iPod instead of lecturer’ etc.) • ‘A school of life’ or ‘a school for loosers”? (like Russian Army is now)
  5. 5. 5 Country Situation and Strategic Dilemmas • Geopolitics (strong Europe, pressure from China, internal instability, depopulation): a new model or a collapse of united country? • Economics (‘post-oil era’, inability to compete with Asia): smart manufacturing or “Fourth World”? • Science (demolition of scientific schools, objective inability to lead in key areas): focused breakthrough or “Fourth World”? • Culture (reduction of the ‘Russian World’, conflicts between religion and modernization): cultural renaissance or cultural degradation?
  6. 6. 6 Pragmatics: How the world will look for school graduates in 2020? • Competition in the global labor market: traditional and new developed countries (Asia-2025: +1 billion urban citizens from now) • Technological and social progress: the most prestigious professions of 2020 many not even exist today, and skills learnt in school will be not relevant • Employers receive ‘semi-finished product’ requiring additional learning / training – practice is more valuable than knowledge
  7. 7. 7 The future cannot be foreseen but it can be built Trends may create a range of scenarios BUT The probability of any scenario depends on our actions
  8. 8. 8 Re-Programming the (Secondary School) Education? • For post-information society, the revision of education models implies: – Responses to new challenges of education – Positioning towards the country priorities – Key skills of employees in 2025 (in real connection between the school and the professional world)
  9. 9. 9 Some Elements of the New Education Model • Abandoning of the traditional ‘teacher as speaker’ model in favor of a shared research & exploration model • Abandoning of the traditional subject-focused model in favor of the ‘competence learning’ model • The key competencies: – Working in the modern organizational environment (communication, management and creativity in peer groups) – Working in the world of abundant information • New learning environments
  10. 10. 10 Some Ideas for New Education Model • Collaborative work and creativity • Firm knowledge, not ‘correct answers’ • Shared process of search for truth • Real student democracy • Abandoning of class- and lesson-oriented (Komensky) education system • Learning of skills for learning But… these are ideas of of 20-century Russian pedagogues (Shatsky, Makarenko, …), the ground of our work in last 20-30 years – can they be the ground of new education model? WHAT ELSE IS NEEDED THEN?
  11. 11. 11 Designing the future of Schools: “design probations” (by Philips Design)
  12. 12. 12 ‘Future Probation’ for New Learning Environment: School-2020 in Britain and in the US
  13. 13. 13 What else could be done: government? • State-supported grant system for the development of education methods for post-information society • Federal program for creation of new learning environment prototypes • Public-private programs for the development of distance learning courses, electronic certification systems etc. • Grants for creation and distribution of innovative educational programs in mainstream and alternative education • Exchange of international expertise, incl. transfer of Russian ‘best practices’ in education to foreign teachers
  14. 14. 14 School-2020: Challenge to Be Taken • The challenges of post-information society are real. The crisis of educational system and radical change of education models is a global phenomenon rather than Russia-specific one • ‘Reactive’ paradigms in education mean that the government will make educational system change – but not the way we want it and with some delay • The Russian pedagogic traditions can help the Russian educational innovator community lead the process of the global education paradigm transformation - Will you be able to use the chance of ‘anticipatory development’?