UK Youth Beyond Current Horizons
- 2. The BCH programme is aiming to build a challenging and long term vision for education in the context of socio-technological change 2025 and beyondLong term futures programme intended toEnhance the ‘futures thinking’ capacity of the UK education systemInform current strategy, decision making and planning
- 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 beyondEducational goals
- 9. Beliefs about educationSection title goes hereApproach
- 10. Three areas of activityBuilding the EvidenceCommissioning new researchDeveloping scenariosPublic & Stakeholder EngagementEnsuring a broad participationTranslating Research into ActionSupporting action in the real worldprobable... possible ... preferable... futures
- 11. The 5 Challenges60+ original research papers from a range of disciplines (economics, neuro-science, sociology)
- 14. Knowledge, Creativity and Communication
- 16. State/Market/Third Sector Cross-challenge activitiesScience and Technology Subgroup (review & cross-challenge involvement)
- 18. Popular images of educational ‘futures’ – and how to challenge these (event)
- 19. Dealing with uncertainty and risk (review and event) Public & stakeholder engagementRepresenting wider values & aspirationsAgency of creating ‘preferable’ futuresWorkshops & seminarsCitizens’ Council, Citizens’ Panel, expert interviews (industry, parents, grandparents, young people etc)Web-based engagement toolsMillion Futures (http://www.millionfutures.org.uk)Power League (http://www.beyondcurrenthorizons.org.uk/powerleague)
- 20. Translating Research into ActionSupporting action in the present dayUnderlying purpose of BCHHelping audience engage with long-term thinkingMoving beyond immediate plansGiving system leaders confidenceAble to assess resilience of assumptionswww.visionmapper.org.uk
- 21. Not predicting, but taking into account trends and drivers, and aspirations and concerns,to explore the most appropriate educational responses.The agency to create the future we want
- 22. A few trendsWhat do they mean for your roles, organisations and practices?How do they challenge/support your arguments about the role of NFL?
- 23. Creating the personal ‘cloud’The capacity to connect to a network and be constantly connected to knowledge, resources, people and toolsAntHealdListening to Prof Claxton at #ukyouth on http://bit.ly/s6EaL while doing the ironing. Now that's 21stC learning!The ability to be ‘wrapped’ in an information landscape rather than managing it through institutionsRecognising the rise of the ‘mobile learner’‘Pulsating networks of learning’New ways of connecting and accessing ‘educational offerings’What does this mean for how we access formal and non-formal learning offerings?
- 24. Information landscapeDenser, deeper, more diverse – “know more stuff about more stuff”Gather, store, use, share more data about more of our world than at presentSocial movements towards accountability & transparencyIncreased availability of data storageDigitally tag entities in extended worldNew forms of bio/genetic informationWhat does this mean for what we teach and when we teach it?
- 25. Institutional boundariesWeakened & porousInformation not tied to institutionGreater number of ‘suppliers’ of educationBlurring ‘work’ & ‘leisure’Personal networks/expertise/brandEducation/work/retirement no longer differentiatedWorking life longer/education as leisure, lifelong etcPublic/private roles mergingDisaggregation of learning/resources from the institutionWhat does this mean for where learning takes place – and when people access it?
- 26. Decline of the ‘knowledge economy’ as a utopian futurePolarisation of workThe intersection of demographic change and technological developmentsThe capacity to ‘off shore’ all forms of workIncrease in the demand for caring, personal servicesImportance of lifelong learning for work and as leisureHealthy or unhealthy ageing population?Continued investment in childhood educationWhat does this mean for who is involved in education and the aims of learning?
- 27. Challenges and questions for education
- 28. A significant shift? educational institution ≠ learningA range of new providers: public, private, third sector (nationally and internationally)Greater Expectations; SchoolOfEverything; Learning/play centres in shopping mallsDistinctions between sites of education, leisure and work and between stages of education, caring and retirement will erodeHow do learners make informed choices about providers, opportunities etcIn(non?)formal learning, including inter-generational learning, will play an increasingly important role in social cohesion and education provision
- 29. Challenges for educationCreation of open, flexible and networked relationships across diverse educational institutions, both formal and non formalNo single educational response will prepare learners – a need for a diverse ecology of institution and practiceThe development of a mentoring and networking workforceA range of educational professionals for a variety of tasksA public debate about the aims of educationInformed debate to support change.
- 30. Aspirations for the future of education1. Educating for civic participation, civic responsibility, and community cohesionidentity as part of communities; creating safer/cohesive communities2. Education for social equalitybasic skills for all, ongoing access to education; gaps in attainment not exaggerated by social inequalities; provision specific to need3. Education to world class standardsacross economic, social and moral aims of education4. Education for the economic realityappropriate knowledge and skills for the sorts of jobs that will existUnderstanding the aspirations and concerns of education’s ‘stakeholders’
- 33. Scientific-technological trendsProfs Dave Cliff, Josie Fraser, Claire O’MalleyOnce per decade disruptionsMoore’s law continuesCloud computing3d printing and printable electronicsPsycho-pharmaceuticals Artificial Intelligence remains hardSystems of Systems
Editor's Notes
- Perspective from formal ed and UK focus
- Why think about the future:1. Culture changes and system change – time to create these changes, what the context we’re looking at? (Waverly 20 years to change)2. Safe place – not criticising policy but considering what’ next3. Articulate the future we want to bring about, and then work towards how we actually bring it about4. School child – length of formal education
- Explaining this in brief to show that a lot of detail and a lot of remarkable people were involved in this programme – breadth and depth – plus an approach that looked not only at social, scientific and tech trends, but that sought to understand opinions and aspirations as well.Probable – POSSIBLE _ PREFERABLE
- Building on existing research – Mental Capital and Wellbeing work, other work from Gov Office for Science/Foresite etc
- Who are education’s stakeholders – pretty longlist!! – NFL audiencesParents, employers, children, teachers,
- Moore’s Law and uses of techHow access/choose to access resourcesMIT/Open Uni/schoolofeverything -are youth workers better at supporting young people within their own environments – what about within their digital envioronments?
- Digitally literateWhat does it mean to digitally participate, as well as participate in geographic communities
- Some socio tech trends are important to recognise, but