UK Youth Beyond Current Horizons


Published on

Presentation of Beyond Current Horizons programme in relation to non formal learning for the UK Youth, St George's Hall, Futurelab event 'Vision not Division'

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • 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
  • UK Youth Beyond Current Horizons

    1. 1. Dan Sutch<br />
    2. 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 beyond<br />Long term futures programme intended to<br />Enhance the ‘futures thinking’ capacity of the UK education system<br />Inform current strategy, decision making and planning<br />
    3. 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<br /><ul><li>Educational goals
    4. 4. Educational ‘personnel’
    5. 5. Educational institutions
    6. 6. Educational methods
    7. 7. Educational tools
    8. 8. Educational outcomes
    9. 9. Beliefs about education</li></li></ul><li>Section title goes here<br />Approach<br />
    10. 10. Three areas of activity<br />Building the Evidence<br />Commissioning new research<br />Developing scenarios<br />Public & Stakeholder Engagement<br />Ensuring a broad participation<br />Translating Research into Action<br />Supporting action in the real world<br />probable... possible ... preferable... futures<br />
    11. 11. The 5 Challenges<br /><ul><li>60+ original research papers from a range of disciplines (economics, neuro-science, sociology)
    12. 12. Generations and Life-course
    13. 13. Identities, Citizenship, Communities
    14. 14. Knowledge, Creativity and Communication
    15. 15. Working and Employment
    16. 16. State/Market/Third Sector </li></ul>Cross-challenge activities<br /><ul><li>Science and Technology Subgroup (review & cross-challenge involvement)
    17. 17. Demographics (Review)
    18. 18. Popular images of educational ‘futures’ – and how to challenge these (event)
    19. 19. Dealing with uncertainty and risk (review and event) </li></li></ul><li>Public & stakeholder engagement<br />Representing wider values & aspirations<br />Agency of creating ‘preferable’ futures<br />Workshops & seminars<br />Citizens’ Council, Citizens’ Panel, expert interviews (industry, parents, grandparents, young people etc)<br />Web-based engagement tools<br />Million Futures (<br />Power League (<br />
    20. 20. Translating Research into Action<br />Supporting action in the present day<br />Underlying purpose of BCH<br />Helping audience engage with long-term thinking<br />Moving beyond immediate plans<br />Giving system leaders confidence<br />Able to assess resilience of assumptions<br /><br />
    21. 21. Not predicting, but taking into account <br />trends and drivers, and aspirations and concerns,<br />to explore the most appropriate educational responses.<br />The agency to create the future we want<br />
    22. 22. A few trends<br />What do they mean for your roles, organisations and practices?<br />How do they challenge/support your arguments about the role of NFL?<br />
    23. 23. Creating the personal ‘cloud’<br />The capacity to connect to a network and be constantly connected to knowledge, resources, people and tools<br />AntHealdListening to Prof Claxton at #ukyouth on while doing the ironing. Now that&apos;s 21stC learning!<br />The ability to be ‘wrapped’ in an information landscape rather than managing it through institutions<br />Recognising the rise of the ‘mobile learner’<br />‘Pulsating networks of learning’<br />New ways of connecting and accessing ‘educational offerings’<br />What does this mean for how we access formal and non-formal learning offerings?<br />
    24. 24. Information landscape<br />Denser, deeper, more diverse – “know more stuff about more stuff”<br />Gather, store, use, share more data about more of our world than at present<br />Social movements towards accountability & transparency<br />Increased availability of data storage<br />Digitally tag entities in extended world<br />New forms of bio/genetic information<br />What does this mean for what we teach and when we teach it?<br />
    25. 25. Institutional boundaries<br />Weakened & porous<br />Information not tied to institution<br />Greater number of ‘suppliers’ of education<br />Blurring ‘work’ & ‘leisure’<br />Personal networks/expertise/brand<br />Education/work/retirement no longer differentiated<br />Working life longer/education as leisure, lifelong etc<br />Public/private roles merging<br />Disaggregation of learning/resources from the institution<br />What does this mean for where learning takes place – and when people access it?<br />
    26. 26. Decline of the ‘knowledge economy’ as a utopian future<br />Polarisation of work<br />The intersection of demographic change and technological developments<br />The capacity to ‘off shore’ all forms of work<br />Increase in the demand for caring, personal services<br />Importance of lifelong learning for work and as leisure<br />Healthy or unhealthy ageing population?<br />Continued investment in childhood education<br />What does this mean for who is involved in education and the aims of learning?<br />
    27. 27. Challenges and questions for education<br />
    28. 28. A significant shift? educational institution ≠ learning<br />A range of new providers: public, private, third sector (nationally and internationally)<br />Greater Expectations; SchoolOfEverything; Learning/play centres in shopping malls<br />Distinctions between sites of education, leisure and work and between stages of education, caring and retirement will erode<br />How do learners make informed choices about providers, opportunities etc<br />In(non?)formal learning, including inter-generational learning, will play an increasingly important role in social cohesion and education provision<br />
    29. 29. Challenges for education<br />Creation of open, flexible and networked relationships across diverse educational institutions, both formal and non formal<br />No single educational response will prepare learners – a need for a diverse ecology of institution and practice<br />The development of a mentoring and networking workforce<br />A range of educational professionals for a variety of tasks<br />A public debate about the aims of education<br />Informed debate to support change.<br />
    30. 30. Aspirations for the future of education<br />1. Educating for civic participation, civic responsibility, and community cohesion<br />identity as part of communities; creating safer/cohesive communities<br />2. Education for social equality<br />basic skills for all, ongoing access to education; gaps in attainment not exaggerated by social inequalities; provision specific to need<br />3. Education to world class standards<br />across economic, social and moral aims of education<br />4. Education for the economic reality<br />appropriate knowledge and skills for the sorts of jobs that will exist<br />Understanding the aspirations and concerns of education’s ‘stakeholders’<br />
    31. 31.<br />2417 votes<br />
    32. 32.<br />
    33. 33. Scientific-technological trendsProfs Dave Cliff, Josie Fraser, Claire O’Malley<br />Once per decade disruptions<br />Moore’s law continues<br />Cloud computing<br />3d printing and printable electronics<br />Psycho-pharmaceuticals <br />Artificial Intelligence remains hard<br />Systems of Systems<br />