This document discusses key themes around future-focused education, including technology, culture, process, structure, and economy. It identifies major trends in each area from the past 15 years and questions to consider about their implications. These include shifts to more personalized, competency-based, and digitally-focused learning. It also addresses issues like equity, the changing nature of work, and preparing students with 21st century skills for an uncertain economic future.
Keynote presentation to the Canadian eLearning Network - August, 2020. An overview of the NZ response to COVID-19 in the education sector, focusing on the provisions made for emergency remote teaching.
A presentation of CORE"s ten trends for 2020 - a 15 year retrospective look at the trends we've covered, and some questions to prompt thinking for the future.
Keynote presentation at the 2021 FLANZ conference in Wellington. Illustrates the historical development of open, flexible and distance learning in NZ and projects forward to imagine learning in a 'borderless' system.
Keynote presentation - with a challenge - for the Upper Hutt Cluster of schools - 31 January, 2020. How can we work to ensure our school programme for 2020 is truly 'future focused'?
Supporting learning in a time of social distancingJean Bernard
Discusses the background of the global transition from classrooms to distance learning during the Covid-19 pandemic and offers examples of how teachers, school systems and parents can support children's learning and well-being during this terrible time.
Keynote presentation to the national conference of the Association of Independent Schools, Wellington. Focus on learning from the past, looking to the future and living in the present.
Keynote presentation to the Canadian eLearning Network - August, 2020. An overview of the NZ response to COVID-19 in the education sector, focusing on the provisions made for emergency remote teaching.
A presentation of CORE"s ten trends for 2020 - a 15 year retrospective look at the trends we've covered, and some questions to prompt thinking for the future.
Keynote presentation at the 2021 FLANZ conference in Wellington. Illustrates the historical development of open, flexible and distance learning in NZ and projects forward to imagine learning in a 'borderless' system.
Keynote presentation - with a challenge - for the Upper Hutt Cluster of schools - 31 January, 2020. How can we work to ensure our school programme for 2020 is truly 'future focused'?
Supporting learning in a time of social distancingJean Bernard
Discusses the background of the global transition from classrooms to distance learning during the Covid-19 pandemic and offers examples of how teachers, school systems and parents can support children's learning and well-being during this terrible time.
Keynote presentation to the national conference of the Association of Independent Schools, Wellington. Focus on learning from the past, looking to the future and living in the present.
Future focused schools: aligning strategies to realise positive change - Slides used in my Future Focus Schools online workshop on 5 May and 21 October, 2020
Keynote presentation for the Education Leaders Forum - New Zealand. Abstract: The COVID pandemic has thrown back the curtain on a great deal of what needs to be improved or addressed in our current education system, including a high degree of inequity across all areas, especially access to onlinelearning.
The responses we saw during the 2020 lockdowns promised some transformative action and outcomes. But slowly we’ve seen a ‘return to the old normal’ mindset. The ‘big ideas’ that were evident have faded into obscurity as the old patterns of thinking and acting take over.
Breakout presentation at the Aurora Institute Symposium, 2021 - with Marsha Jones and Joe DiMartino. Based on the paper we co-authored available at https://aurora-institute.org/resource/agency-by-design-making-learning-engaging/
Presentation exploring the rationale for change to ensure our schools are future focused and operate in ways that prepare young people for their future, not our past!
Presentation at the CORE Breakfast, Auckland
Overview of CORE's Ten Trends 2020 - A retrospective view. Providing insights into the things that are likely to impact on the practice of educators and work of schools into the future
Community presentation made to the Ellesmere Cluster near Christchurch. Outlines the case for re-thinking our approach to education in the 21st century, and how this applies to the use of technology, planning for learning spaces, and changes in teacher practice.
The way we think about schools and schooling must change to reflect the exponential changes that are happening in the world around us. This presentation uses the example of 3D printing to challenge how we think about knowledge and our approach to teaching and learning in the modern world.
Now is the time! Keynote address, Northern Sydney TLs Conference, 15 May 2014Syba Academy
My keynote to the Northern Sydney Teacher Librarians Conference, Checkers Resort, Terrey Hills, NSW. My main message was to 'unthink the way you live and work' and rediscover yourself. The introduction of the Australian Curriculum provides teacher librarians with many rich opportunities to establish or invigorate their teaching role. This presentation explores the richness that inquiry learning offers as an interdisciplinary approach to support students in exploring the world, and developing important critical and creative skills, understandings and dispositions along the way.
Ecology of Education and Service-Learning: Perspectives on teaching & learningOhio Campus Compact
Presentation includes an introduction to Service-Learning; Strengths of Service-Learning, Outcomes & Strengths of Service-Learning and basics of creating a Service-Learning course syllabus
Presentation made to the NZEALS conference in April, 2012. Outlines the development of networked schooling as a system model alternative to the self-managing school system that is a product of the Tomorrows Schools reforms of 1989
21st Century Learning Leadership Forum Insight Cafe - Banff October 2011 - How one Ontario K-12 District is transforming to a 21st Century Learning and Teaching District
Presentation to the NZ School Trustees Association annual conference, Dunedin, 12 July 2019. Exploring the drivers of change and the responses required of educators and the schooling system to ensure our learners are 'future ready' as they leave school.
Future focused schools: aligning strategies to realise positive change - Slides used in my Future Focus Schools online workshop on 5 May and 21 October, 2020
Keynote presentation for the Education Leaders Forum - New Zealand. Abstract: The COVID pandemic has thrown back the curtain on a great deal of what needs to be improved or addressed in our current education system, including a high degree of inequity across all areas, especially access to onlinelearning.
The responses we saw during the 2020 lockdowns promised some transformative action and outcomes. But slowly we’ve seen a ‘return to the old normal’ mindset. The ‘big ideas’ that were evident have faded into obscurity as the old patterns of thinking and acting take over.
Breakout presentation at the Aurora Institute Symposium, 2021 - with Marsha Jones and Joe DiMartino. Based on the paper we co-authored available at https://aurora-institute.org/resource/agency-by-design-making-learning-engaging/
Presentation exploring the rationale for change to ensure our schools are future focused and operate in ways that prepare young people for their future, not our past!
Presentation at the CORE Breakfast, Auckland
Overview of CORE's Ten Trends 2020 - A retrospective view. Providing insights into the things that are likely to impact on the practice of educators and work of schools into the future
Community presentation made to the Ellesmere Cluster near Christchurch. Outlines the case for re-thinking our approach to education in the 21st century, and how this applies to the use of technology, planning for learning spaces, and changes in teacher practice.
The way we think about schools and schooling must change to reflect the exponential changes that are happening in the world around us. This presentation uses the example of 3D printing to challenge how we think about knowledge and our approach to teaching and learning in the modern world.
Now is the time! Keynote address, Northern Sydney TLs Conference, 15 May 2014Syba Academy
My keynote to the Northern Sydney Teacher Librarians Conference, Checkers Resort, Terrey Hills, NSW. My main message was to 'unthink the way you live and work' and rediscover yourself. The introduction of the Australian Curriculum provides teacher librarians with many rich opportunities to establish or invigorate their teaching role. This presentation explores the richness that inquiry learning offers as an interdisciplinary approach to support students in exploring the world, and developing important critical and creative skills, understandings and dispositions along the way.
Ecology of Education and Service-Learning: Perspectives on teaching & learningOhio Campus Compact
Presentation includes an introduction to Service-Learning; Strengths of Service-Learning, Outcomes & Strengths of Service-Learning and basics of creating a Service-Learning course syllabus
Presentation made to the NZEALS conference in April, 2012. Outlines the development of networked schooling as a system model alternative to the self-managing school system that is a product of the Tomorrows Schools reforms of 1989
21st Century Learning Leadership Forum Insight Cafe - Banff October 2011 - How one Ontario K-12 District is transforming to a 21st Century Learning and Teaching District
Presentation to the NZ School Trustees Association annual conference, Dunedin, 12 July 2019. Exploring the drivers of change and the responses required of educators and the schooling system to ensure our learners are 'future ready' as they leave school.
A short presentation on some of the key shifts we are experiencing over the past few years, their impact on how work, learn, collaborate and the future of work.
learning in the digital age looks at the way our students our controlled and constrained by orthodox protocols and methodologies. The presentation challenges conventional beliefs yet grounds the challenge in a 'can do' way. We have to work from within a system in order to be able to change it.
ePortfolios for Adults (and Other Humans) Don Presant
ePortfolios for lifelong learning in formal, nonformal and informal contexts. Used for PLAR/RPL, employability and continuing professional development. Based on the open source Mahara platform.
Innovation and the future: Y3 ssp 12 13 l15Miles Berry
The technologies whose study properly forms a part of ICT education develop at an exponential rate, with Moore’s law promising a doubling of computing capacity every couple of years, and global industries and innovative individuals continually finding new applications to use such capacity. The extent to which your school makes use of such innovation is, to some degree, in your hands.
After hearing your presentations, we’ll look at some of the issues raised by the rapid pace of technological change and explore some ways in which schools can best make discerning use of new technology. I also explore some current trends and we look at some technologies that may well find a place in the classroom of the not too distant future, or whatever may replace it.
We conclude with a review of the assessment requirements and an opportunity to reflect on the module.
Let's push some boundaries for education in the futureDerek Wenmoth
Workshop slides from my presentations at the Masterton Schools TOD on Tuesday 4 June, 2024. Focusing on providing tools and strategies for teachers to use when looking to become more future focused in their work, and anticipate the changes ahead etc.
Dynamic Education Leadership in a Changing WorldDerek Wenmoth
Keynote presentation to the Manawatu Principals Association, May 2024. Explores three key questions about principalship as a system leadership responsibility.
Agency By Design Masterclass - USBE, March24Derek Wenmoth
Slides used for the USBE Masterclass held in Salt Lake City, March 2024. This masterclass used a variety of activities to engage participants in unpacking the contents of the book: Agency By Design: An Educator's Handbook.
Agency By Design: ensuring rigor in our approachDerek Wenmoth
Keynote presentation at the USBE symposium, March 2024. Introduces the concept of learner agency, and the framework for developing agency by design contained in the book of the same name.
In the rapidly evolving landscape of education in today's world, the ability to navigate complex change is crucial for leaders and organizations. Leading such change requires building the buy-in of stakeholders, address roadblocks hindering progress, and fostering a culture of experimentation that embraces calculated risks and encourages learning from failures. This workshop introduces the concept of transformative leadership, introducing a comprehensive framework specifically designed to guide leaders and organizations as they tackle complex challenges where no obvious solution exists.
These slides are from a workshop run at the Aurora Institute Symposium in Palm Springs, October 2023
Final keynote presentation at the ULearn23 conference held in Manukau, October 2023. Begins by telling the story of the beginning of CORE Education, then reflecting on the boundaries we need to be pushing in order to make educational experiences for our young people authentic, equitable and future focused. Ends with a challenge for all educators to become future makers in the work they do.
Normal Schools are entrusted with setting the norm for teaching practices – so what does this mean as we face the imperative to adapt our education system to a future filled with disruption and uncertainty?
By learning from the past, envisioning the future, and embracing the challenges of today, we can create an education system that empowers young minds to thrive in a world of constant change.
This keynote will explore the transformative journey towards preparing young people for the challenges and opportunities ahead while equipping teachers to navigate this ever-evolving landscape.
Workshop presentation at the JCPS Deep Learning Conference in Louisville, Kentucky, 1-3 August 2023. Introducing the Friction Free Transformation framework and thoughts about how to achieve simple, fast and frugal change .
WORKSHOP: Shifting the Ownership of LearningDerek Wenmoth
Workshop slides from the JSCP Deep Learning Symposium Workshop, Louisville, 1-3 August 2023. Exploring the concept of learner agency and the teacher's role in shifting the ownership of learning.
DLL -Shifting the Ownership of LearningDerek Wenmoth
Slides used in the Insight workshop at the NPDL Deep Learning Lab in Anaheim, April 2023. The focus of the workshop was on the shifts we need to make in order to enable truly agentic learning in our schools and classrooms.
Deep learning innovation in challenging timesDerek Wenmoth
Mobilizer presentation to the NPDL Deep Learning Lab (DLL) in Anaheim, April 2023. Explores the innovative approaches taken by three New Zealand teachers when classes were disrupted by COVID and extreme weather events.
Keynote presentation to the Queensland Principals Conference in Brisbane, 11 October 2022. Focusing on key themes of transformation in our education system to build resilience in our schools and better serve our learners and our communities.
Keynote presentation at the Life Education conference, Te Pae Otautahi - July 2022. Exploring the drivers and future directions for the organisation in a hybrid world
Presentation prepared for school leaders and SLT members, introducing the concept of hybrid learning and exploring strategies for leading this change in schools.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
1. Inspiring the next generation of leaders, thinkers and problem-solvers
derek@futuremakers.nz
@dwenmoth
www.futuremakers.nz
h2p://www.wenmoth.net
Future Ready?Wellington Loop Workshop, Wednesday 12 August 2020
2.
3. In pairs
• What comes to your mind when you
hear the term ‘future focused’?
• How does it make you feel?
5. Future Shock
“Future shock is the shattering
stress and disorientation that
we induce in individuals by
subjecting them to too much
change in too short a time.”
• Alvin Toffler (1970)
6. 5 Themes: 15 years
• Trends, not predictions
• Retrospective view
• Identifying drivers
• Future directions
• Questions
7. Questions to guide us…
Source: based on work of NZCER https://www.nzcer.org.nz/system/files/taking-future-focus-in-education.pdf
What are the major trends
influencing how we live and work
now and into the future?
FOCUS: An*cipa*ng change and preparing
ourselves and our schools to deal with “future-
focused issues”
What are the implications of this
for education? What are we
setting out to achieve?
FOCUS: Thinking about the purpose of school
and schooling – what is ‘success’?
What kinds of learning will
students need to be able to
address these challenges?
What does this mean for
teachers/teaching as a
profession?
What does this mean for
schools’ relationships to
the community?
What should the future of
schooling, teaching
curriculum look like?
What are the implications for our
planning and teaching, now and
into the future? What changes are
required to our structures,
processes and practice?
8. Group Discussion
• What are some of the key changes you
can identify in education, both
nationally and internationally, over the
past 15 years?
https://www.needpix.com/photo/547083/group-chat-icon-website-internet-web-discussion-website-icons-computer
9. Thinking Globally
• Personalisation of learning for students
• Competency based education
• Global Skills shortages
• Changing nature of work
• Initial teacher education in crisis
• Equity
• Access to quality education
• Inclusion
• Changing demographics and social mobility
• Climate change
• Exponential and converging technologies
10. Group Discussion
• What are some of the key changes you
can idenEfy in educaEon, both
naEonally and internaEonally, over the
past 15 years?
• Which have had the greatest impact on
what you do as a teacher?
https://www.needpix.com/photo/547083/group-chat-icon-website-internet-web-discussion-website-icons-computer
11. 5 Themes: 15 years
What are the major
trends influencing how
we live and work now
and into the future?
FOCUS: Anticipating change and
preparing ourselves and our
schools to deal with “future-
focused issues”
12. TECHNOLOGY
TECHNOLOGY
Culture
Process
Structure
Economy
Equitable access.
Identity and access management.
System integration
Social networking
Immersive/visual environments
Mobile and ‘touch’ tech.
Big Data and analytics
3D printing
Virtual and mixed reality platforms
Artificial intelligence
Digital convergence and “Singularity”
The cloud
Blockchain
Social Mapping
Real-time reporting
The pervasive nature of change that occurs when a new
technology is introduced – it is not additive, it is ecological.
13. TECHNOLOGY
• 2007 a year of paradigmatic change
• iPhone released
• Facebook, Twitter, LinkedIn + other social media
• Mobile Devices
• Cloud
• Artificial Intelligence
TECHNOLOGY
Culture
Process
Structure
Economy
14. TECHNOLOGY
• How would you describe the key drivers for technology use in your
organisation? In what ways is this reflected in your organisation’s strategic
goals and values?
• How is your school strategically planning for the rapid advancement of
technology that can support learning for your students? What systems do
you have in place that can identify new advancements that support
educational organisations?
• What steps are you, your staff and community taking to ensure you are
keeping up to date about technological developments, so that you are able
to make informed decisions about future technological investment and
programmes of learning in your organisation?
• Who do you currently rely on for these insights? How do you assess their
potential impact on your work with learners?
TECHNOLOGY
Culture
Process
Structure
Economy
15. CULTURE
Technology
CULTURE
Process
Structure
Economy
Super-diversity
Digital fluency
Digital citizenship
Identity and privacy
Cyber-safety
Global connectedness
De-privatised practice
Personalising learning
Learner agency
Artificial intelligence
Cultural Narratives
Wellbeing
The product of the beliefs, perceptions, relationships,
attitudes, and written and unwritten rules that shape and
influence behaviour. Organizational culture is a reflection
of its leaders’ culture, ethics (or lack of them) and
consciousness.
16. CULTURE
When the things you say and the things you do (actions) are in
alignment with what you actually believe (values), a thriving
culture emerges. So great organisational culture results from
putting into practice what we say we believe and value as
important. (Sinek)
Consider…
• Treaty of Waitangi
• Shift in ownership of learning
• Diversity
• Digital
Technology
CULTURE
Process
Structure
Economy
17. CULTURE
Drivers to consider…
• Internal factors - leadership, staff expectaUons, tradiUons and
rules.
• Community factors - cultural or belief systems represented,
family/whānau educaUonal experience and expectaUons of
their children, locaUon and wider environment of the learning
seXng.
• External factors - naUonal educaUonal policy and resourcing
factors, poliUcal decisions and acUons.
Technology
CULTURE
Process
Structure
Economy
18. CULTURE
How are these impacting the culture in your school?
• Shift in ownership – learner-centred design.
• Diversity – expressions of language, culture, identity & beliefs.
• Digital – online safety, identity, artificial intelligence.
Technology
CULTURE
Process
Structure
Economy
19. CULTURE
• To what extent do your organisation’s values and the practices
that stem from them resonate with the issues and trends
identified in this trend?
• In what ways is your organisation or setting ‘inclusive’? Are the
articles of the Treaty of Waitangi evident in your organisational
values and in the culture that exists?
• To what extent is the voice of your students and of your
community effective in helping determine the culture of your
setting? How is this happening? In what areas could it be
improved?
Technology
CULTURE
Process
Structure
Economy
20. PROCESS
Technology
Culture
PROCESS
Structure
Economy
Change Leadership
Design thinking
GamificaYon
User generated content
ePor[olios
Deep Learning
Inclusive EducaYon
New ways of managing IT
Learning record stores
Collaboration
Data Science
Big data/small data
Microcredentials
Maker culture
In business terms, process is a collection of related, structured
activities or tasks that produce a specific outcome. Simply put,
process may be understood as ‘the way we do things’
21. PROCESS
Consider
• Our management of how learners progress through
their time in schools
• How we design lessons, units, programmes
• Our approach to assessing learners and learning
• Our recording of and reporting on progress and
achievement
• How staffing is allocated and rewarded
• Our approach to funding learners and their learning
Technology
Culture
PROCESS
Structure
Economy
22. PROCESS
Key trends to be aware of..
• Openness
• Collaboration
• Data and learning
Technology
Culture
PROCESS
Structure
Economy
23. PROCESS
Key trends to be aware of..
• Openness
• Collaboration
• Data and learning
• Deep Learning
• Assessment
Technology
Culture
PROCESS
Structure
Economy
24. PROCESS
Technology
Culture
PROCESS
Structure
Economy
• Which of the trends and issues in this theme have already
impacted on your practice as an educator and/or on the way
your organisation ‘gets things done’?
• How is data being used in your learning setting to empower
both learners and teachers, and to reduce the administrative
workload for everyone?
• How is the learning journey of your students managed at
present? Who ‘owns’ this - why? How is the evidence of
learning collected and verified?
• What evidence of design thinking and/or gamification exists in
your setting? Is it fundamentally changing some of the ways
things are done in your setting?
25. STRUCTURE
Technology
Culture
Process
STRUCTURE
Economy
Networked communities
Advanced networks and ‘loops’
Community focus
The ‘smart web’
Private Public Partnerships
Alternative forms of assessment
Ubiquitous computing
Communities of learning
Learning ecologies
Virtual Learning
Schools as part of community
Changing role of the teacher
Educational institutions are by nature, very reliant on the
structures that give them their identity and serve to support
what they do and the way they do it.
26. STRUCTURE
Some of the structures we work within…
• Buildings and classrooms
• Classes and timetables
• Teachers and roles
• Curriculum and subjects
• Autonomous ‘schools’
The very structures that support our system also fail many of our
learners - making the need to address these concerns a matter
of equity above everything else.
Technology
Culture
Process
STRUCTURE
Economy
27. STRUCTURE
• When we take a ‘learner-centric’
approach we must recognize
that they are learning in a
variety of contexts and in a
variety of ways, only a part of
which is recognized by the
formal education system.
• This learning takes place across
two axes, the nature of the
experience (formal/informal)
and the space in which it occurs
(physical/virtual)
• Our challenge is how to provide
recognition of that learning
which occurs outside the
traditional bounds of a school.
Technology
Culture
Process
STRUCTURE
Economy
The learning ecosystem…
28. STRUCTURE
• What are the key drivers behind decisions made in your setting
around curriculum (e.g. subjects taught), use of time,
allocation of tasks to teachers, design and use of learning
spaces, etc.?
• How might you, as a staff and your community, work to better
understand that addressing issues around structure are critical
to achieving greater equity in our system and in your setting?
• How might greater use of virtual/online learning be used to
ensure all learners are able to access the learning
opportunities they need/deserve?
Technology
Culture
Process
STRUCTURE
Economy
29. ECONOMY
Technology
Culture
Process
Structure
ECONOMY
Computational Thinking
21st Century Skills
Future workforce
Future of work
Innovation and entrepreneurship
Global connectedness
Sustainability
“Open-ness”
STEM/STEAM
Automation
Data engagement
OERs (open education resources)
Understanding ‘success’
Human Capital
Green computing
The way we generate wealth and the skill sets, required to
achieve this are key elements in any economy.
30. ECONOMY
The relationship between education and the economy is
important from two perspectives:
• The benefit to society of having well educated young people
who are prepared to take up roles in employment that will
contribute to the growth of our economy.
• The cost to society of investing in education, such as the
building of schools, teachers’ salaries, and curriculum
resources.
Technology
Culture
Process
Structure
ECONOMY
31. ECONOMY
Economic drivers:
• (un)Employment and demand for qualifications
• Changing nature of work
• Changing nature of society
• Globalisation
• Rapidly advancing automated processes
Technology
Culture
Process
Structure
ECONOMY
32. ECONOMY
Technology
Culture
Process
Structure
ECONOMY
BOYS GIRLS
1. Engineer
2. Business manager
3. Doctor
4. ICT professional
5. Sportsman
6. Teacher
7. Police officer
8. Mechanic
9. Lawyer
10. Architect
1. Doctor
2. Teacher
3. Business manager
4. Lawyer
5. Nurse/midwife
6. Psychologist
7. Designer
8. Veterinarian
9. Police officer
10. Architect
According to the OECD the top ten career
aspirations for 15 year olds are:
34. ECONOMY
Indicators of trends to watch for…
• OECD report “Dream Jobs? Teenagers’ career aspirations” –
half of Kiwi 15-year olds expect to work in just 10 occupations
at age 30
• World Economic forum report on “High Demand Jobs” none of
which were represented in the OECD list
• “Change Agenda: Income Equity for Māori” – need to unlock
Māori potential
• Shifting from a ‘financial maximization’ mindset (ref DAVOS)
Technology
Culture
Process
Structure
ECONOMY
35. ECONOMY
• How does the thinking in the economic theme influence your thinking
about ‘equity’ as a key area of concern within our education system? What
impacts do you see here and what responses do you think need to be made
in the way your school/programmes/community respond?
• How is the focus on things like learner agency, personalisation, competency
development etc. and the use of design thinking and gamification in your
school driven and/or informed by the trends and issues identified in the
economy theme?
• How far down the track is your school with the implementation of the
Digital Technologies and Hangarau Matihiko Curriculum? What are the key
messages you are giving students and the community about ‘why’ this is
important?
Technology
Culture
Process
Structure
ECONOMY