This session will set up a debate about two areas: the future of teaching and learning; and the future of assessments and qualifications and micro qualifications. I argue that we were already on a journey from the physical to the digital before covid and that the pandemic has accelerated the rate of change. I will argue that the current model for T&L is unsustainable and that we need to explore new models that will ultimately be determined by price point. I argue that qualifications are going to shift from high stakes to on demand micro qualifications.

1. @IndependentHead
@Kellett__CEO
#FutureSchool:
TheFutureof
Teaching,Learning,
AssessmentandQualifications
inapost-Covidworld
Mark S. Steed,
MA (Cambridge), MA (Nottingham), MSc (Ashridge-Hult Business School)
Principal and CEO of Kellett School, Hong Kong
HEADTalk
FOBISIA
Leadership
Conference
Sat. 26th February 2022
1430-1530
This presentation is on my blog: IndependentHead.blogspot.com

2. #FutureSchool:
The Future of
Teaching, Learning,
Assessment and
Qualifications
in a post-Covid world
Questions and Debate
1.The Context:The Journey from Physical to Digital
2.The Future ofTeaching and Learning
3.The Future of Assessment and Qualifications
Questions and Debate

3. Context:
The journey from
Physical to Digital

4. Schooling:
Physical to
Digital
Education – Post-Covid-19

5. HasCovid-19
changed things
forever?
‘Old Normal’
‘Traditional’
PHYSICAL
Schooling
Future
DIGITAL
The Future

6. The Future
Shift from the
Physical to the
Digital

7. The Future
Shift from the
Physical to the
Digital

8. The Future
Shift from the
Physical to the
Digital
Traditional
Physical Cash
#Future
DigitalTransactions
Contactless Digital Payments
Paper and Coin Cash

9. The Future
Shift from the
Physical to the
Digital
Covid-19 has not changed the
future direction of payments
….
.... but it has forced us to
move there more quickly.

10. The Future
Shift from the
Physical to the
Digital
Covid-19 measures have
forced us to use technology
to solve problems of isolation
and distance.

11. HasCovid-19
changed things
forever?
‘Old Normal’
‘Traditional’
PHYSICAL
Schooling
Future
DIGITAL
The Future

12. HasCovid-19
changed schools
forever?
‘Old Normal’
‘Traditional’
PHYSICAL
Schooling
#FutureSchool
DIGITAL
#FutureSchool

13. HasCovid-19
changed schools
forever?
‘Old Normal’
‘Old Normal’
Teaching and
Learning
Covid-19
Teaching and
Learning
#FutureSchool
Teaching and
Learning
Covid-19 #FutureSchool

14. HasCovid-19
changed schools
forever?
‘Old Normal’
‘Old Normal’
Assessment &
Qualifications
Covid-19
Assessment &
Qualifications
#FutureSchool
Assessment &
Qualifications
Covid-19 #FutureSchool

15. HasCovid-19
changed things
forever?
‘Old Normal’
‘Old Normal’
Professional
Development
Covid-19
Professional
Development
#FutureSchool
Professional
Development
Covid-19 #FutureSchool

16. HasCovid-19
changed schools
forever?
‘Old Normal’
‘Old Normal’
Teacher/Leader
Recruitment
Covid-19
Teacher/Leader
Recruitment
#FutureSchool
Teacher/Leader
Recruitment
Covid-19 #FutureSchool

17. The Future of
Teaching and Learning

18. HasCovid-19
changed schools
forever?
Covid-19 has not changed
the future direction of
Teaching and Learning ….
.... but it has forced us to
move there more quickly.

19. Teaching and
Learning
Shift from face-to-
face to blended
digitalpedagogies
‘Old Normal’
‘Old Normal’
Face-t0-Face
Pedagogies
#FutureSchool
Blended
Pedagogies
Covid-19 #FutureSchool

20. Teachingand
Learning
Shift from face-to-
face to blended
digitalpedagogies
Traditional
Face-to-face Pedagogy
#FutureSchool
Blended-Learning Pedagogy
Combination of bricks-and-mortar
education with online learning
Specialist whole-class teaching in
schools

21. Teaching and
Learning
TheGlobalContext
Education – A global perspective

22. Teaching and
Learning
TheGlobalContext
There are 263 million children
currently not in education.
Source: UNESCO Institute of Statistics, Fact Sheet No.39 October 2016

23. Teaching and
Learning
TheGlobalContext
“By 2030, countries must recruit a total
of 68.8 million teachers; 24.4 million
primary school teachers and 44.4
million secondary school teachers.”
Source: UNESCO Institute of Statistics, Fact Sheet No.39 October 2016
The greatest problems facing education?

24. GLOBAL PROJECTIONS
THE MARKET IN 10 YEARS
Data from January 2020
Fee Income USD
Students
Schools
2000 2020 By 2030
2,584 11,412
970,000 5.82million 11.16 million
88,000 555,000 1.06 million
$4.9 billion $54.8 billion $112 billion
Staff
19,200
Data and intelligence on the world’s K-12 international schools’ market
© ISC Research Ltd,
2020
www.iscresearch.com
enquiries@iscresearch.com
Used with permission

25. Teachingand
Learning
Shift from face-to-
face to blended
digitalpedagogies
Traditional Face-to-face Pedagogy

26. Teachingand
Learning
Shift from face-to-
face to blended
digitalpedagogies
Blended Learning Pedagogy

27. Teachingand
Learning
Shift from face-to-
face to blended
digitalpedagogies
Traditional
Face-to-face Pedagogy
#FutureSchool
Blended-Learning Pedagogy
Combination of bricks-and-mortar
education with online learning
Specialist whole-class teaching in
schools

28. Teachingand
Learning
Shift from face-to-
face to blended
digitalpedagogies
Traditional
Face-to-face Pedagogy
#FutureSchool
Blended-Learning Pedagogy
Combination of bricks-and-mortar
education with online learning
Specialist whole-class teaching in
schools

29. Teachingand
Learning
Shift from face-to-
face to blended
digitalpedagogies
Any education is better than no education

30. Teachingand
Learning
Shift from face-to-
face to blended
digitalpedagogies
Traditional
Face-to-face Pedagogy
#FutureSchool
Blended-Learning Pedagogy
Combination of bricks-and-mortar
education with online learning
Specialist whole-class teaching in
schools

31. The Future of
Teaching and
Learning
AGlobal
Perspective
Education offered at different price points
Premium Mid-Range Budget
Variables
• School and Class Size
• Facilities
• Qualifications ofTeachers
• Amount of ContactTime

32. The Future of
Teaching and
Learning
AGlobal
Perspective
Education offered at different price points
Premium Education
will be delivered by specialist teachers in
augmented classrooms with a range of resources.
Budget Education
will be delivered totally through online courses on
learning platforms
Mid-Range Education
will be delivered by “super-teachers” via
Video andVirtual-Reality Conferencing

33. The Future of
Teaching and
Learning
AGlobal
Perspective
Being taught by a specialist teacher
in a classroom is a luxury

34. The Future of
Teaching and
Learning
AGlobal
Perspective
The Future of Education is For-Profit

35. The Future of
Teaching and
Learning
Post-Covid-19
T&L – Post-Covid-19

36. Teaching and
Learning
Shift from face-to-
face to blended
digitalpedagogies
‘Old Normal’
‘Old Normal’
Face-t0-Face
Pedagogies
Covid-19
Home
Learning
#FutureSchool
Blended
Pedagogies
Covid-19 #FutureSchool

37. Teaching and
Learning
Impact ofCovid-19
on Pedagogy
EdTech Adoption – Pre- and Post Covid-19 School Closures
Pre-Covid-19 Post-Covid-19

38. Teaching and
Learning
Impact ofCovid-19
on Pedagogy
New Pedagogy - Live Home-learning

39. Capturing
Learning
Shift to Digital
Outcomes
Traditional
2D Outcomes
#FutureSchool
Digital Outcomes

40. HasCovid-19
changed things
forever?
Covid-19 has not changed
the future direction of
Teaching and Learning ….
.... but it has forced us to
move there more quickly.

41. Teaching and
Learning
Legacy ofCovid-19
on Pedagogy
Can we do things better
post-Covid-19?

42. Teaching and
Learning
Legacy ofCovid-19
on Pedagogy
Can we offer live-teaching during term?
The general consensus in
schools is that there is
binary choice:
either we are teaching
through home learning;
or we are teaching face-to
face.
This is a false dichotomy.
Going forward, we can and
must do both.

43. Teaching and
Learning
Legacy ofCovid-19
on Pedagogy
Can we offer live-teaching during term?
https://www.youtube.com/watch?v=-5AOfvOJYzI
Using Swivl with Zoom to Stream Lessons

44. Teaching and
Learning
Legacy ofCovid-19
on Pedagogy
Can we offer live-teaching during term?
LiveVirtual Reality Teaching using 360 degree camera in JESS Classroom.

45. Teaching and
Learning
Legacy ofCovid-19
on Pedagogy
Can we provide an top education to the world?
LiveVirtual Reality Teaching using 360 degree camera in JESS Classroom.

46. Teaching and
Learning
Legacy ofCovid-19
on Pedagogy
Questions and Discussion

47. The Future of
Assessment and
Qualifications

48. Assessment and
Qualifications
Exams and
Qualifications are
on their way out
‘Old Normal’
‘Old Normal’
Exams in rows
in silence
no tech
#FutureSchool
Portfolio of
Micro-
Qualifications
#FutureSchool

49. Assessment and
Qualifications
Exams and
Qualifications are
on their way out

50. Assessment and
Qualifications
Exams and
Qualifications are
on their way out
Why do we have to examine/
certificate learning
externally?

51. Assessment and
Qualifications
Exams and
Qualifications are
on their way out
Traditional
Socially Distanced Exam Halls
#FutureSchool
Portfolio of Micro-Qualifications
A Continuing Professional
Development Model
Traditional Examinations - time

52. Assessment and
Qualifications
Exams and
Qualifications are
on their way out
TraditionalAssessment - Exams

53. Assessment and
Qualifications
Exams and
Qualifications are
on their way out
“Qualifications
are no longer a
proxy for
employability.”
Source: FT 28/01/2016

54. Assessment and
Qualifications
Exams and
Qualifications are
on their way out
Top firms are
turning away
from
qualifications and
using skills-based
aptitude tests
and psychological
profiling to
recruit.
Source: FT 28/01/2016

55. Assessment and
Qualifications
Exams and
Qualifications are
on their way out
Traditional
examinations do not
assess the skills that
industry needs.
“need to develop their soft
skills, such as critical
thinking, problem-
solving and creativity, as
these are the skills that will
give them the advantage
over automation.”
p.23

56. Assessment and
Qualifications
Exams and
Qualifications are
on their way out
R.I.P.

57. Assessment and
Qualifications
Exams and
Qualifications are
on their way out
R.I.P.

58. Assessment and
Qualifications
Challenging the
Traditional
Perspective
Why Parents buy a British
International School Education:
One significant reason why parents
choose British International Schools is
that they provide a competitive
advantage in gaining access
to top universities and thus
to employment in top firms.

59. Assessment and
Qualifications
The Impact of
Covid-19
‘Old Normal’
‘Old Normal’
Exams in rows
in silence
no tech
Covid-19
No exams
CAGs
“Open Book”
#FutureSchool
Portfolio of
Micro-
Qualifications
Covid-19 #FutureSchool

60. Assessment and
Qualifications
The Impact of
Covid-19

61. Assessment and
Qualifications
The Impact of
Covid-19
https://www.dropbox.com/s/098owmvryjs45id/HMC%20report%20-%20FINAL.pdf
Assessment in its current form is
too narrowly focused and is being
used for the wrong ends.
Exams are more successful in
serving the purposes of university
selection and employers than in
encouraging learner development
or in motivating engagement in
education.
94% of respondents believe
GCSEs either need complete or
partial reform.

62. Assessment and
Qualifications
Exams and
Qualifications are
on their way out The abolition of KS2 SATS
Berkhamsted Prep:
Times Parent PowerTop 30
School 2006-2010

63. Assessment and
Qualifications
Exams and
Qualifications are
on their way out
Will the abolition of exams
lead to an existential crisis for
some International Schools?

64. Assessment and
Qualifications
Micro-qualifications
+ Mastery-based
Grading
+
Mastery-based Grading
+
On-demandTesting

65. Assessment and
Qualifications
The
Micro-qualification
Model
A Portfolio of Micro-qualifications

66. Assessment and
Qualifications
Exams and
Qualifications are
on their way out
Micro-qualifications: Sports CoachingAwards

67. Assessment and
Qualifications
Exams and
Qualifications are
on their way out
Micro-qualifications: IT Certification

68. Assessment and
Qualifications
Exams and
Qualifications are
on their way out
Micro-qualifications: IT Certification

69. Assessment and
Qualifications
Mastery-based
Grading
Does not meet expectations Meets expectations
Learners do not meet expectations if they
are not able to demonstrate the learning
targets outlined in the “meets expectations”
column.
Learners meet expectations on the following
standard if they are able to demonstrate the
following through various methods:
• determine a theme or central idea of a
text and how it is conveyed through
particular details;
• provide a summary of the text distinct
from personal opinions or judgments.
• are able to identify a theme based on
evidence from the text.
• are able to give specific details and
evidence from the text to support the
theme identified.
• are able to give a summary of the text in
my own words based only on information
from the text.
Mastery-basedGrading Systems

70. Assessment and
Qualifications
The
Micro-qualification
Model
Micro-qualifications: The UK DrivingTest
OnlineTesting PracticalTesting

71. Assessment and
Qualifications
On-demand
Testing Model
On DemandTesting

72. Assessment and
Qualifications
The Impact of
Covid-19

73. Assessment and
Qualifications
e-Assessment
AQA GCSE Exemplar Paper - 2010
[Image: Copyright AQA - used with permission]

74. Assessment and
Qualifications
e-Assessment
AQA GCSE Exemplar Paper - 2010
[Image: Copyright AQA - used with permission]

75. Assessmentand
Qualifications
Making the Leap to
Micro-qualifications
GCSE
A-levels
Degrees
Portfolio
Micro-
Qualifications
Reluctance of
Governments
“The Gold
Standard”

76. Assessment and
Qualifications
Bridging theGap
 Core GCSEs (English Language, Mathematics, Science)
 EPQ/HPQ-style Extended Essay-based Projects (Humanities)
 EPQ/ HPQ-styleArtifact Projects (Creatives)
 Other Micro-qualifications
 IT – MS/Google, Music - RSM, Drama – LAMDA, Sport –National
 Accountancy/ Financial
A possible transitional approach at 16

77. Assessment and
Qualifications
Bridging theGap
 Core Exams: On demand - Anytime
 EPQ/HPQ-style Extended Essay-based Projects (Humanities)
 EPQ/ HPQ-style Artifact Projects (Creatives)
 Other Micro-qualifications
 IT – MS/Google, Music - RSM, Drama – LAMDA, Sport –National
 Accountancy/ Financial
 Berkhamsted / Kellett Mini-MBA Programmes
A possible transitional approach at 18

78. Assessment and
Qualifications
The big debate:
What is your Plan B?
What will you do when the
traditional qualification
collapses?

79. Assessment and
Qualifications
Innovation
Kellett’sApproach: A “non-GCSE” Option
Y7 andY7 Challenge Projects:
1. Problem-solving with
Soft Robotics
2. HydroponicGreenhouse
Project
• cultivation, construction and
maintenance of a vertical
greenhouse
3. HK Conservation:
mapping biodiversity
• designing ‘camera traps’
4. Stop-Motion Animation
• Two-year project: linked to UN
Sustainable Development
Goals

80. Assessment and
Qualifications
LAMDA
Kellett’sApproach: A “non-GCSE” Option
All students inY8 andY12 have public speaking lessons
(for a LAMDA qualification)

81. Assessment and
Qualifications
Mini-MBA
Programme
Kellett’sApproach: A “non-A-level”Option
All Sixth Formers study for a Mini-MBA – endorsed by
(has university-level credits)

82. Assessment and
Qualifications
The big debate:
Questions and Discussion

83. Mark S. Steed MA (Cambridge), MA (Nottingham), MSc (Ashridge-Hult Business
School)
Principal andCEOofKellettSchool, HongKong
Email: mss@kellettschool.com
Twitter: @independenthead
@Kellett_CEO
LinkedIn: uk.linkedin.com/in/independenthead
Blog: http://independenthead.blogspot.com
SlideShare: http://www.slideshare.net/independenthead