Education for transition.

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  • 1.  “The illiterate of the 21st century,” Alvin Toffler famously said, “will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.”
  • 2. Putting resilience and sustainability at the center of planning and teaching. Prince E.
  • 3. To manage changes, theorists have found it necessary to categorize it.  Developmental,  Transitional and  Transformational change. Change could either be Planned and unplanned.
  • 4. The model highlights three stages of transition that people go through when they experience change. These are:  Ending, Losing, and Letting Go.  The Neutral Zone.  The New Beginning. People will go through each stage at their own pace –
  • 5.  It can give us that push into pain and discomfort that we so often avoid. And although it may not feel positive, the role of change is ultimately to move us toward personal evolution. To take us to our next chapter in life - a chapter that we can truly write ourselves. We must let go of the life we have planned, so as to accept the one that is waiting for us. - Joseph Campbell When we are no longer able to change a situation - we are challenged to change ourselves. - Viktor E. Frankl
  • 6. How can education, at all levels, best contribute to the Transition process, building resilient individuals, resilient communities and resilient learning institutions? There is no space for anything else in the school timetable.
  • 7.  There is an urgent need to embed Transition in students activities in order for them to become a powerful force in the Transition of the wider community.  Forging them to effectively occupy the seven mind movers and pillars of the society.
  • 8. 1)Have a clear understanding of local and global issues ; The Past, The Present and changes on the future world for which it is preparing its pupils; speak openly and often about that future and its challenges and opportunities; use that insight and vision to govern and shape its curriculum choices and, crucially, its teaching and learning methodologies.
  • 9. 2) Focus on developing resilience as a key concept and skill for all, with selfknowledge, empathy, flexibility, adaptability, c ollaboration, communication and engagement as some of the key components.
  • 10. 3) Empower students to take a full and active part in the leadership and organization of its school and community.
  • 11. 4) Empowering students and teachers on how to connect and partner with the world around them.
  • 12. 5) Regularly assess and address the temperature of the school community’s health, well-being and happiness. 6) Creating a morally sound mind and spiritually enlightened generation.
  • 13. 7) Help birth the local economy of the future
  • 14. 8) Make space for inner Transition. As the school, along with the society, enters times of uncertainty, staff and students will need the inner tools to support and nurture each other.
  • 15.       The emergence of a deeply interconnected global economy. The emergence of a planet-wide electronic communications grid connecting the thoughts and feelings of billions of people and linking them to rapidly expanding volumes of data. The emergence of a completely new balance of political, economic, and military power in the world. The emergence of rapid unsustainable growth—in population; cities; resource consumption. The emergence of a revolutionary new set of powerful biological, biochemical, genetic, and materials science technologies. The emergence of a radically new relationship between the aggregate power of human civilization and the Earth’s ecological systems. –By Al Gore.
  • 16. YES!!! But why?  The prevalence of depression among young people is shockingly high worldwide.  A third good reason is that greater wellbeing enhances learning, the traditional goal of education. Positive mood produces broader attention, more creative thinking, and more holistic thinking. * But all too often schools emphasize critical thinking and following orders rather than creative thinking and learning new stuff.
  • 17.  The major goals of this global program are (1) to help students identify their signature character strengths and (2) to increase their using these strengths in their daily lives.(3) To increase students’ ability to handle dayto-day problems that are common during adolescence and other coping skills using PRP. In addition to these goals, the intervention strives to promote resilience, positive emotion, meaning and purpose, and positive social relationships.
  • 18. For the process of change to be effective, change must be planned and managed systematically. The future We strive towards the day when nations will be judge not by their military- economic strength, nor by the splendor of their capital cities and public buildings but by the well-being of their children.