Future Leaders SSAT/NCSL


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keynote presentation given to NCSL/SSAT future leaders conference

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Future Leaders SSAT/NCSL

  1. 1. Preparing For Tomorrow By Leading Today Dan Sutch www.futurelab.org.uk dan.sutch@futurelab.org.uk
  2. 2. www.futurelab.org.uk
  3. 3. The challenge… “We need the combined expertise of industry, academia, practitioners and policy to design and implement the tools, the technologies and practices that will revolutionise the way we learn” Lord Puttnam
  4. 4. futurelab.org.uk/events
  5. 5. futurelab.org.uk/resources
  6. 6. Mobi Missions Astroversity Moovl Exploratree Enquiring Minds My-E Space Signpost Ecolibrium Fizzees futurelab.org.uk/projects
  7. 7. Developing Leaders for Tomorrow • How do we lead and create change in • What‟s happening education? tomorrow? (or how can we prepare for the future?) The title begs two important questions...
  8. 8. •futurelab.org.uk/resources •Process of innovation •Practice of innovation
  9. 9. Beyond here Horizons goes Current www.beyondcurrenthorizons.org.uk Context for change Future challenges for education
  10. 10. Other experiences “In the end I like what we did, but I wouldn‟t call it schools for the future. I’d call it schools for the very near future. So what was missing from my point of view was having some real „blue skies‟ thinking and then reining it back into something that you could deliver in the next say, five or ten years.” Alsop Architects, talking about BSF exemplars “We‟re always just fire-fighting and thinking about next week – we need something to help us raise our sights to the longer term question of ‘what is this all for‟” England, Children‟s Services Director “I have to plan, I have to make serious and long term decisions that will affect education in my local authority for the next 20 – 50 years – but I haven’t got any tools to help me think that far ahead, I have no idea what the possibilities might be” Local Authority Education Advisor “What I‟m worried about is that we are just taking for granted what ‘the future will be’, we‟re not actually asking whether that is likely to happen or not , or what other things might happen, and if we‟re not doing that, god knows if we‟re actually preparing children in the right way” Award-winning Head teacher, England
  11. 11. 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 Futurelab running the programme in partnership with DCSF
  12. 12. What is futures work? •Systematically talking about things yet to occur •Not predictions – offering multiple futures • Possible • Probable • Preferable •Range of tools & approaches • Usually supporting a scenario
  13. 13. Section title goes here Activities & outcomes
  14. 14. Building the evidence •Establishing academic team • International reputations • Wide range of domain expertise •Commissioning original research • 65+ papers within 5 research areas • Economics, neuroscience, social science •Developing appropriate methodology • Recognising emerging data trends
  15. 15. Research •Reviews from BCH • 65+ original evidence reviews •Over-arching papers • Reviews relevant across all research areas •Enabling audience to engage with BCH research • Accessible & searchable
  16. 16. Public & stakeholder engagement •Why • Representing wider values & aspirations • Ensuring relevance to broad audience •What • Workshops & seminars ‗ 2007-08 – Parent/carers, Student, Teachers, Baby boomer workshops, ‗ 2008-09 - Citizen‟s Council, Citizens Panel, expert interviews • Web-based engagement tools ‗ Million Futures, Power League, online survey
  17. 17. millionfutures.org.uk
  18. 18. powerleague.org.uk
  19. 19. Scenarios •6 alternative futures for education • Broad sociotechnological changes • Implications of these changes for education • Ways in which education might respond to these changes •Prompting & catalysing debate • Intended for a wide audience – policy, academia, system leaders within education
  20. 20. visionmapper.org.uk Title
  21. 21. A few trends & questions
  22. 22. 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?
  23. 23. „Digital natives‟ grow up •Facing their own technological changes •More reliant on tech. for learning & work – more support needed •Parents/grandparents grew up with tech. – able to/expect to monitor children & be in contact • Over 50% population over 50 by 2030 • Extended life expectancy • Adult-child relationships changing What does this mean for relationships and involvement of parents in education?
  24. 24. Institutional boundaries •Weakened & porous •Information not tied to institution •Blurring „work‟ & „leisure‟ • Personal networks/expertise/brand •Education/work/retirement no longer differentiated • Working life longer •Public/private roles merging What does this mean for where learning takes place – and when people access it?
  25. 25. A challenge to consider... •Designing educational practices for networked individuals • Networks change the nature of knowledge • Individual no longer sovereign ‗ Pervasive technologies ‗ Cognitive enhancement ‗ Distributed intelligence • Role of social networks amplified ‗ Always had a role ‗ Greater part in filtering & managing data
  26. 26. visionmapper.org.uk Title
  27. 27. •futurelab.org.uk/resources •How do we act to bring about •„preferable‟ futures?
  28. 28. The successful exploitation of ideas generated at the intersection of invention and insight, which leads to the creation of social or economic value.
  29. 29. Putting the ideas into practice •Inspection and review •Poor communication and •Understanding new approach access to information •Enaction of innovation •Assessment constraints •Poor participation •Teachers independence •Confidence in new in teams • Teachers and peers and influence approach •Fear of unknown •Challenge to „power‟ •Personal •Curriculum constraints interests •Confidence in new •Personal desire approach •Management of tools •Teachers professional development •Support network •Time to understand •Time to understand •Time to personalise •Time to personalise •ITT and CPD •Curriculum constraints •Time constraints •Access to training •Imposed practices •Poor goal definition •Understanding •Separation of new •Poor alignment of new approach practice with personal actions to goals beliefs •Poor monitoring of results (standard and non-standard) •Teachers adapting to change
  30. 30. Places to start...? •2 Futurelab projects that may provide a stimulus to „try something new‟. •Both are open enough to be made locally appropriate.
  31. 31. Preparing for tomorrow by leading today •Distributed leadership – building from insight and invention • Think systematically about possible futures to ensure our actions help bring about the preferable futures we want to see • Linking to others who can support you/who you can support (networks, groups and linking)
  32. 32. 3 questions to ponder... •Asset Mapping •- in your regions, what „expertise and resources‟ can you build upon? (geographically and online) •Initiating innovation • - what challenges do you think we need to begin addressing, locally and nationally? •Oracle at Delphi • - what would you want to know of 2025 to inform your strategies and planning?
  33. 33. Thank you goes here Section title Dan Sutch dan.sutch@futurelab.org.uk Slideshare.net/Dannno Twitter.com/Dannno
  34. 34. www.beyondcurrenthorizons.org.uk www.visionmapper.org.uk www.flux.futurelab.org.uk www.millionfutures.org.uk www.powerleague.org.uk www.futurelab.org.uk