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PreparingfortheFutureBett09

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The document discusses a UK education program called Beyond Current Horizons that aims to build a long-term vision for education through 2025 and beyond. The program will examine socio-technological trends, engage stakeholders, and explore possible futures related to topics like aging populations, knowledge and skills, communities, and employment. The goal is to inform current strategy and planning and enhance futures thinking in the UK education system.

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Preparing for the Future Dan Sutch [email_address] stand J11
http://tinyurl.com/FuturelabInnovation www.futurelab.org.uk/resources/documents/handbooks/innovation_handbook.pdf
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
Socio–technological trends and future possibilities Generations and life-course Knowledge, creativity and communication Identities, communities and citizenship Working and Employment State/Market/Third Sector Programme of public and stakeholder engagement Industry, policy makers, R&D Citizens council, citizens panel, online consultations, interviews Broadly: Possible/ Probable/ Preferable Futures Programme 2007-2009
Challenges: Generations and Life-course: ... By 2030 half the population will be over 50, one quarter over 65 ...ageing societies require the transfer of educational resources between young and old ... The role of “qualifications” will need to be re-examined ... “radical longevity” ...education as family’s ‘active health’ State, Market, Third Sector : ... Education is likely to be pluralistically funded by individuals, communities, employers, governments and private enterprise ... Pressure groups as the new ‘opposition’ ... Role of industry members as ‘teachers’ ... Links between young people learning and workforce development Knowledge, Creativity and Communication: ... Provigil and ‘cosmetic neurology’ ... Performance through smart drugs may require a trade off with creativity and originality ... New forms of sharing and communicating ... A change in what is perceived as important, new and necessary knowledge ... New ways of organising and representing knowledge Identities, Citizenship and Communities: Fertility rate that is below the replacement level and high levels of inward migration lead to a lower proportion of younger people and a more ethnically diverse ageing population ... Relationships between geographic, language-based, religious and virtual communities ... Online identities, avatars, virtual presence Working and Employment: ... Changing working hours and locations, and the implications for how schooling is organised ... Changing organisation of schooling, and the implications for working hours and locations ... Retirement based upon medical records not age ... Multi-generational workforces
Emerging social trends Aging population (healthy or unhealthy?) Continued importance of childhood education for future success Rise of parental purchasing power and informal learning economy Increased rapid migration across all socio-economic groups Development of reconstituted and complex family structures Intensification of work across all areas of life Increasingly complex IT systems outstrip human capacity to manage and predict outcomes Blurring of the lines between public and private sector provision
Emerging technological trends Continuation of Moore’s Law Once per decade disruptions Computing as bio-science Cosmetic psycho-pharmacology Invasive & non-invasive brain/machine interfaces 3D printing and printable electronics Artificial Intelligence remains hard Large scale systems of systems
What if... Visioning tools Write your school vision Test your plans/strategy Workshop activities 6 possible futures Challenging trends Image ideas gallery PowerPoint of inspiration From vision to plan Prioritise now Case studies BSF www.beyondcurrenthorizons.org.uk Free toolkit to support long-term planning in education
www.millionfutures.org.uk
www.beyondcurrenthorizons.org.uk/powerleague
www.beyondcurrenthorizons.org.uk
http://tinyurl.com/FuturelabInnovation www.futurelab.org.uk/resources/documents/handbooks/innovation_handbook.pdf
The successful exploitation of ideas generated at the intersection of invention and insight, which leads to the creation of social or economic value.
End-user innovation … a source of innovation, only now becoming widely recognized, is end-user innovation . This is where an agent (person or company) develops an innovation for their own (personal or in-house) use because existing products do not meet their needs “ end-user innovation [is], by far, the most important and critical” Eric Von Hippell Sources of Innovation
Starting innovation cycles in schools
Insight
Putting the ideas into practice O'Sullivan, 2002 Poor goal definition Poor monitoring of results (standard and non-standard) Poor participation in teams Poor alignment of actions to goals Poor communication and access to information
Putting the ideas into practice Bates (2000) Poor goal definition Poor monitoring of results (standard and non-standard) Poor participation in teams Poor alignment of actions to goals Poor communication and access to information Teachers and peers Teachers adapting to change Teachers professional development Teachers independence and influence Time to understand Time to personalise Support network Time to understand Time to personalise Enaction of innovation
Putting the ideas into practice Poor goal definition Poor monitoring of results (standard and non-standard) Poor participation in teams Poor alignment of actions to goals Poor communication and access to information Teachers and peers Teachers professional development Teachers independence and influence Time to understand Time to personalise Support network Time to understand Time to personalise Enaction of innovation Confidence in new approach ITT and CPD Access to training Management of tools Time constraints Understanding new approach Understanding new approach Confidence in new approach Teachers adapting to change
Putting the ideas into practice Poor goal definition Poor monitoring of results (standard and non-standard) Poor participation in teams Poor alignment of actions to goals Poor communication and access to information Teachers and peers Teachers professional development Teachers independence and influence Time to understand Time to personalise Support network Time to understand Time to personalise Enaction of innovation Confidence in new approach ITT and CPD Access to training Management of tools Time constraints Understanding new approach Understanding new approach Assessment constraints Curriculum constraints Curriculum constraints Confidence in new approach Personal desire Personal interests Teachers adapting to change Imposed practices Separation of new practice with personal beliefs Inspection and review Fear of unknown Challenge to ‘power’
Reducing the resistances to change Distributed leadership Champion of innovation Conversation Tools and resources Showcases Communication Networks of practice Sharing innovation and early ideas Risk management Reprofessionalisation of teachers Communication Conversation Conversation Distributed leadership Showcases Sharing innovation and early ideas Sharing innovation and early ideas Distributed leadership Conversation Networks of practice
Developing distributed leadership Leadership of innovation can come from a range of sources Reviewing the role of senior management teams Exploring new models of leadership
Rethinking teacher learning Developing strong cultures of professional learning Perceptions of benefits of new approaches Belief and role to develop new approaches Teacher ‘action learning’ and reflective practice
Enabling champion(s) of innovation They identify opportunities and challenges They drive projects through and keep them going They scaffold conversations with others and share the vision They help minimise and share risk Share work internally and externally They sustain and diffuse innovations They help others develop new practices
Risk and risk management Sharing aims, reasons and approaches early with school community Piloting and prototyping Stakeholder ‘buy-in’ Developing appropriate measures of success Making visible the risk of ‘doing nothing’
Networks and hubs To help share successes and failures within safe spaces Finding opportunities to work with different sectors and disciplines To stimulate new ideas Support and information gathering Risk management
Reducing the resistances to change Distributed leadership Champion of innovation Conversation Tools and resources Showcases Communication Networks of practice Sharing innovation and early ideas Risk management Reprofessionalisation of teachers Communication Conversatio n Conversation Distributed leadership Showcases Sharing innovation and early ideas Sharing innovation and early ideas Distributed leadership Conversation Networks of practice Networks for conversations, challenges and partnerships
www.exploratree.org.uk
www.enquiringminds.org.uk Enquiring Minds
www.createascape.org.uk
Dan.sutch@futurelab.org.uk blog.beyondcurrenthorizons.org.uk http://twitter.com/Dannno www.slideshare.net/Dannno Preparing for the Future J11

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PreparingfortheFutureBett09

  • 1. Preparing for the Future Dan Sutch [email_address] stand J11
  • 3. 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
  • 4. Socio–technological trends and future possibilities Generations and life-course Knowledge, creativity and communication Identities, communities and citizenship Working and Employment State/Market/Third Sector Programme of public and stakeholder engagement Industry, policy makers, R&D Citizens council, citizens panel, online consultations, interviews Broadly: Possible/ Probable/ Preferable Futures Programme 2007-2009
  • 5. Challenges: Generations and Life-course: ... By 2030 half the population will be over 50, one quarter over 65 ...ageing societies require the transfer of educational resources between young and old ... The role of “qualifications” will need to be re-examined ... “radical longevity” ...education as family’s ‘active health’ State, Market, Third Sector : ... Education is likely to be pluralistically funded by individuals, communities, employers, governments and private enterprise ... Pressure groups as the new ‘opposition’ ... Role of industry members as ‘teachers’ ... Links between young people learning and workforce development Knowledge, Creativity and Communication: ... Provigil and ‘cosmetic neurology’ ... Performance through smart drugs may require a trade off with creativity and originality ... New forms of sharing and communicating ... A change in what is perceived as important, new and necessary knowledge ... New ways of organising and representing knowledge Identities, Citizenship and Communities: Fertility rate that is below the replacement level and high levels of inward migration lead to a lower proportion of younger people and a more ethnically diverse ageing population ... Relationships between geographic, language-based, religious and virtual communities ... Online identities, avatars, virtual presence Working and Employment: ... Changing working hours and locations, and the implications for how schooling is organised ... Changing organisation of schooling, and the implications for working hours and locations ... Retirement based upon medical records not age ... Multi-generational workforces
  • 6. Emerging social trends Aging population (healthy or unhealthy?) Continued importance of childhood education for future success Rise of parental purchasing power and informal learning economy Increased rapid migration across all socio-economic groups Development of reconstituted and complex family structures Intensification of work across all areas of life Increasingly complex IT systems outstrip human capacity to manage and predict outcomes Blurring of the lines between public and private sector provision
  • 7. Emerging technological trends Continuation of Moore’s Law Once per decade disruptions Computing as bio-science Cosmetic psycho-pharmacology Invasive & non-invasive brain/machine interfaces 3D printing and printable electronics Artificial Intelligence remains hard Large scale systems of systems
  • 8. What if... Visioning tools Write your school vision Test your plans/strategy Workshop activities 6 possible futures Challenging trends Image ideas gallery PowerPoint of inspiration From vision to plan Prioritise now Case studies BSF www.beyondcurrenthorizons.org.uk Free toolkit to support long-term planning in education
  • 13. The successful exploitation of ideas generated at the intersection of invention and insight, which leads to the creation of social or economic value.
  • 14. End-user innovation … a source of innovation, only now becoming widely recognized, is end-user innovation . This is where an agent (person or company) develops an innovation for their own (personal or in-house) use because existing products do not meet their needs “ end-user innovation [is], by far, the most important and critical” Eric Von Hippell Sources of Innovation
  • 17. Putting the ideas into practice O'Sullivan, 2002 Poor goal definition Poor monitoring of results (standard and non-standard) Poor participation in teams Poor alignment of actions to goals Poor communication and access to information
  • 18. Putting the ideas into practice Bates (2000) Poor goal definition Poor monitoring of results (standard and non-standard) Poor participation in teams Poor alignment of actions to goals Poor communication and access to information Teachers and peers Teachers adapting to change Teachers professional development Teachers independence and influence Time to understand Time to personalise Support network Time to understand Time to personalise Enaction of innovation
  • 19. Putting the ideas into practice Poor goal definition Poor monitoring of results (standard and non-standard) Poor participation in teams Poor alignment of actions to goals Poor communication and access to information Teachers and peers Teachers professional development Teachers independence and influence Time to understand Time to personalise Support network Time to understand Time to personalise Enaction of innovation Confidence in new approach ITT and CPD Access to training Management of tools Time constraints Understanding new approach Understanding new approach Confidence in new approach Teachers adapting to change
  • 20. Putting the ideas into practice Poor goal definition Poor monitoring of results (standard and non-standard) Poor participation in teams Poor alignment of actions to goals Poor communication and access to information Teachers and peers Teachers professional development Teachers independence and influence Time to understand Time to personalise Support network Time to understand Time to personalise Enaction of innovation Confidence in new approach ITT and CPD Access to training Management of tools Time constraints Understanding new approach Understanding new approach Assessment constraints Curriculum constraints Curriculum constraints Confidence in new approach Personal desire Personal interests Teachers adapting to change Imposed practices Separation of new practice with personal beliefs Inspection and review Fear of unknown Challenge to ‘power’
  • 21. Reducing the resistances to change Distributed leadership Champion of innovation Conversation Tools and resources Showcases Communication Networks of practice Sharing innovation and early ideas Risk management Reprofessionalisation of teachers Communication Conversation Conversation Distributed leadership Showcases Sharing innovation and early ideas Sharing innovation and early ideas Distributed leadership Conversation Networks of practice
  • 22. Developing distributed leadership Leadership of innovation can come from a range of sources Reviewing the role of senior management teams Exploring new models of leadership
  • 23. Rethinking teacher learning Developing strong cultures of professional learning Perceptions of benefits of new approaches Belief and role to develop new approaches Teacher ‘action learning’ and reflective practice
  • 24. Enabling champion(s) of innovation They identify opportunities and challenges They drive projects through and keep them going They scaffold conversations with others and share the vision They help minimise and share risk Share work internally and externally They sustain and diffuse innovations They help others develop new practices
  • 25. Risk and risk management Sharing aims, reasons and approaches early with school community Piloting and prototyping Stakeholder ‘buy-in’ Developing appropriate measures of success Making visible the risk of ‘doing nothing’
  • 26. Networks and hubs To help share successes and failures within safe spaces Finding opportunities to work with different sectors and disciplines To stimulate new ideas Support and information gathering Risk management
  • 27. Reducing the resistances to change Distributed leadership Champion of innovation Conversation Tools and resources Showcases Communication Networks of practice Sharing innovation and early ideas Risk management Reprofessionalisation of teachers Communication Conversatio n Conversation Distributed leadership Showcases Sharing innovation and early ideas Sharing innovation and early ideas Distributed leadership Conversation Networks of practice Networks for conversations, challenges and partnerships
  • 31. Dan.sutch@futurelab.org.uk blog.beyondcurrenthorizons.org.uk http://twitter.com/Dannno www.slideshare.net/Dannno Preparing for the Future J11