Youth Futures - GYPL Integrative Seminar 03 Nov 07


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Arthur Harkins and John Moravec presentation from Global Youth Policy Leadership seminar 03 November 2007

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Youth Futures - GYPL Integrative Seminar 03 Nov 07

  1. 1. Youth Futures: Leapfrogging from Century 18 to Century 21 For: GYPL Integrative Seminar 03 November 07 Arthur Harkins John Moravec
  2. 2. The New Context Paradigm <ul><li>Increasing importance of creative human capital </li></ul><ul><li>Increasing rates of change </li></ul><ul><li>Increasingly inaccurate predictions </li></ul><ul><li>Increasing need to create preferred futures </li></ul><ul><li>Increasing sense that kids must share creation of new futures with adults </li></ul>
  3. 3. …also… <ul><li>Today’s kids participate in an increasingly globalized world </li></ul><ul><li>Industrial society has given way to the knowledge-based society </li></ul><ul><li>…which is already starting to transition to an innovation and creativity society </li></ul>
  4. 4. <ul><li>Which paradigm do we place our kids in? </li></ul>
  5. 5. First Proposition Set <ul><li>Kids are vastly under-utilized as human capital </li></ul><ul><li>Kids can be brought into full relationship with the exploding knowledge/innovation economy </li></ul><ul><li>Advanced educational technology will be required </li></ul><ul><li>“ New” Workforce incorporating kids will be more creative and much larger than present workforce </li></ul><ul><li>“ Shadow Schools” are one approach to the re-integration of children, adults, and the economy </li></ul>
  6. 6. Legacy: USA Century 18 <ul><li>Farming/agriculture economy </li></ul><ul><li>Family based enterprises </li></ul><ul><li>Kids learned at home </li></ul><ul><li>Kids worked at home </li></ul><ul><li>Kids were engaged cross-generationally </li></ul><ul><li>Adults could learn from kids </li></ul><ul><li>Kids contributed at all economic levels </li></ul>
  7. 7. Legacy: USA Centuries Late 19th- Mid-20th <ul><li>Industrial economy </li></ul><ul><li>Job/wage/salary based enterprises </li></ul><ul><li>Kids learned increasingly at schools </li></ul><ul><li>Kids worked at low level, sometimes dangerous jobs </li></ul><ul><li>Kids were engaged cross-generationally as chattel, hirelings, or de facto (and de jure ) slaves </li></ul><ul><li>Kids learned from adults within division of age and labor formats </li></ul><ul><li>Kids still contributed at all economic levels </li></ul>
  8. 8. Lasting Legacy Effects: USA Century 21 <ul><li>Emerging knowledge/innovation economy is stunted </li></ul><ul><li>Integrated activities between adults/kids are highly limited </li></ul><ul><li>Kids and adults learn less and less from each other </li></ul><ul><li>Adults anxious about/fear learning from kids </li></ul><ul><li>Kids separated from adults, following legacy industrial economy model </li></ul><ul><li>Kids work mainly at menial tasks </li></ul><ul><li>Kids still contribute to all economic levels, but at far lower levels than possible, feasible, and desirable </li></ul>
  9. 9. Moving from Legacy Millstones to New Futures
  10. 10. Leapfrogging… <ul><li>means leadership rather than catching up. </li></ul><ul><li>means using advanced (wireless) technologies to assist students and teachers </li></ul><ul><li>technologies permit moving from memorization to creative and innovative knowledge production </li></ul>
  11. 11. “ New” Workforce Effects: USA Century 21 - Leapfrog <ul><li>Emerging knowledge/innovation economy can get a quantum boost </li></ul><ul><li>Integrated activities can partner kids with adults </li></ul><ul><li>Adults are eager to learn from kids </li></ul><ul><li>Kids and adults learn more about each other </li></ul><ul><li>Kids and adults partner and collaborate, teaching to and learning from each other </li></ul><ul><li>Kids work increasingly at creative tasks </li></ul><ul><li>Kids still contribute to all economic levels, but with better distribution of effort than in the past </li></ul>
  12. 12. What’s it Going to Take? <ul><li>Voluntary establishment of “Shadow Schools” </li></ul><ul><li>Voluntary participation by kids and adults </li></ul><ul><li>Screened volunteers representing retired staff, graduate students, professionals, etc. </li></ul><ul><li>Donations and grants for insurance costs, food, transportation </li></ul>
  13. 13. What Should be Avoided? <ul><li>Pressures on NCLB-strapped teachers </li></ul><ul><li>Pressures on adults and kids to participate </li></ul><ul><li>Competition with legacy school functions and personnel </li></ul><ul><li>Race, class, and attitude challenges </li></ul><ul><li>Low expectations and standards </li></ul><ul><li>Undue fanfare </li></ul>
  14. 14. What Should be Sought? (Leapfrog!) <ul><li>Top-flight volunteers from all appropriate sectors </li></ul><ul><li>Use of latest technologies, including Beta devices and software from partnering companies </li></ul><ul><li>Excellent Web connectivity among Shadow Schools </li></ul><ul><li>Collaborative relationships with similar schools in the US and abroad </li></ul>
  15. 15. Second Proposition Set <ul><li>Mirror the creative workforce first and foremost </li></ul><ul><li>Functionality first and foremost </li></ul><ul><li>Technology supports reliable functionality </li></ul><ul><li>Every kid and adult a Creative </li></ul><ul><li>Every kid and adult an Innovator </li></ul><ul><li>NO FAILURES </li></ul><ul><li>Global leadership from Day 1 </li></ul>
  16. 16. What is Our Role Today? <ul><li>Discuss merits/problems </li></ul><ul><li>Discuss enhancements </li></ul><ul><li>Discuss alternatives </li></ul><ul><li>Discuss implementation scenarios </li></ul><ul><li>Discuss early planning options </li></ul><ul><li>Discuss involvement of school partners </li></ul><ul><li>Discuss involvement of industry, business partners </li></ul><ul><li>Discuss involvement of technology collaborators </li></ul><ul><li>Discuss help from funding sources for insurance, food, transportation </li></ul>
  17. 17. Some Questions <ul><li>Is “Shadow Schools” the right language? </li></ul><ul><li>How about “Innovation Institutes” (or “Creativity Labs” or “Creativity Centers”)? </li></ul><ul><li>Can/should the U of M and other colleges get involved as collaborators? </li></ul><ul><li>Should a Web entity be established for creativity and innovation among kids/adults and their collaborators? </li></ul>
  18. 18. Which Would You Rather See in the Next 5 Years? <ul><li>Kids starting corporations with adults or kids learning to despise “smart people?” </li></ul><ul><li>Kids working for Microsoft and Google or kids running drugs? </li></ul><ul><li>Kids looking forward to exciting futures or kids awaiting death or prison? </li></ul><ul><li>Kids who can change the world for the better or kids dismissed by the world? </li></ul>
  19. 19. Responses – Fire Away!!