Global Education Futures-is a viewfrom the frontier+ collective future image building with the participation of real leadersof global education(= intellectual leadership+ projects of international scale) The client for this project are we ourselves

1. From «Global Education
Futures» to «Protopia Labs»:
developing global
educational ecosystem

2. VISION
GLOBAL EDUCATION FUTURES

3. Global Education Future: project essence
3
2008-2010
Grass-root vision
building with Russian
educational innovators
2011-2014
National foresights
(Ca. 10 000 participants)
Supported by key stakeholders
(Agency of Strategic Initiatives,
Skolkovo, Ministry of Education
et al.)
2014-2016
Education 2035 vision:
more than 500 experts
from 50 countries in
sessions in Moscow, Kazan,
Silicon Valley, Berlin, Sao
Paulo, Johannesburg,
Buenos Aires, New Delhi
and others
How to make
vision work?
How to take into account the
global agenda & global challenges?
Global Education Futures - is a view from the frontier + collective future
image building with the participation of real leaders of global education
(= intellectual leadership + projects of international scale)
The client for this project are we ourselves
How to realize
the global vision?

4. Some of more than 500 leaders that committed
their time to our sessions…
Valerie Hannon,
Director, Innovation Unit
Leading UK agency for social
& educational innovation.
Coordinator of GELP, largest
ed leadership training
program involving 12
countries
Dirk Van Damme,
Director, CERI OECD
OECD division responsible for
research & support of
educational innovations in
OECD. Coordinators of PISA
exam and OECD education
foresights
Alexander Laszlo,
Chairman, ISSS Board of
Trustees
Leading professional
community of system thinkers
that address global social,
technological &
environmental challenges
Claudio Naranjo,
Founder, SAT Institute
World famous Gestalt
psychologist and founder of
psychedelic psychotherapy,
originator of holistic
education system
Ji Oh Song,
Executive Vice-President,
Samsung Electronics
Samsung Electronics strategic
development and Samsung
Skills Institute coordination
Dilip Chenoy,
Managing Director, NSDC
Indian state corporation
responsible for skill training
of 150+ Mil Indians for 20
growing industries up till
2025
Simon Bartley,
President, World Skills
International
Leading global organization
promoting skills development
& blue collar jobs through
competitions, standardization
& dialogue with business
Kelvin Liu,
CEO, XuetangX
Chinese leading online
platform for university level
learning

5. What should be the focus in understanding
the future of education?
Early industrialized Industrialized Late-/post-industrialized
Less developed
nations, ca. 40% of
the world’s
population (Africa,
Latin America,
Central Asia)
Emerging
nations, ca. 45%
of the world’s
population
(China, India, the
Arab World, SEA)
Developed
nations, ca. 15%
of the world’s
population
(OECD
countries)
Global education
reports often
focus on
‘equalization of
opportunities’ or
‘helping the
laggards’
GEF focus: the cutting edge of educational practices and
the new global architecture of education
This group is
characterized by:
• technological
frontier (incl. ICT)
• ‘first world’
problems
• “encumbrances”
(developed social
institutions as
liabilities or
burden)
Flow of innovations
Reverse flow exists,
but it is much weaker
5

6. 6
Discussing the future education as a searching a
path to Protopia
Present
«Realistically-optimistic scenario»,
based on creating a realistic image
of the future and solutions that
change the current situation and
which can be realized now or in
the nearest future
Protopia
Utopia
Dystopia
(anti-utopia)
Idealistic (and at times overly optimistic)
future scenario: solutions that knowingly
cannot be implemented. Even though
this scenario can inspire, the inability to
realize it brings frustration.
«Prolonged present»: scenario that is
devoid of imagination and based on
preserving and insignificant
improvements of existing ways of life and
action
Myopia
Reactive (and often fatal) scenario of
future based on the description of
possible hazardous and undesirable
events that should be avoided or
bypassed. This scenario doesn't
include concepts on which elements
of the future are plausible

7. How should we think about future education?
What will the world be like in 20 years?
What skills should we have to live in it?
What should we teach adults and children so that
they would be able to do it?
How should it be taught to them?

8. Global trends forming the new world
Automation of
manufacturing and
intellectual work
«Digital Athens»: people migrate to
spheres of art and human-centered
services, while robots do routine work
Digitalization and ICT
penetration
«Net centric society»: protocols of net
interaction spread in business, social
and personal lives
«Greening» of
production and cities
«Thrivability Civilization» based on
“greening” + ecosystems thinking and
action
Accelerating change
and growth of
complexity
Lifelong education Venture economy
(everyone becomes an entrepreneur)
Change in value system:
from money and status
to trust, love and
authenticity
Change of management
systems:
from hierarchies based
on autocracy and
oligarchy (“tyranny of
minority”) to
decentralized models of
management based on
deep democracy
principles

9. • Concentration and attention management
• Empathy and emotional intelligence
• Flexibility and adaptability
• The ability to unlearn / relearn throughout life
9
Key meta-
competencies
«Literacies» of
21st century
Key skills for
worker / citizen
• Cooperation/ collaboration
• Creativity
• Thinking: critical, systemic, entrepreneurial, co-creating
• IT-skills: everything is programmable, everyone programs!
• Working in interdisciplinary environments
• Entrepreneurial competence: willingness to risk and take
responsibility (living in uncertainty)
• Ability to maintain physical / psychological / social health (basis
for preventive medicine)
• Media literacy and information hygiene
• Worldview of a responsible inhabitant of a global world:
knowledge about the world and principles of society’s operating,
caring about the environment, economic literacy, etc.
Future competencies: key types of literacy, basic skills and
meta-competencies of the 21st century

10. ‘New’ education rises within and outside
traditional education system in response to
growing demand from transforming societies
Education spills out of
traditional institutions
and leads to the rise of
‘new’ (network-based)
education
Increasing complexity of
socio-technical systems
(incl. VUCA*
environments) redefines
demand for new skills &
knowledge
Low flexibility of existing
institutions
Lack of epistemology
required to cope with
21st century challenges
Technological enablers:
• Mobility & connectivity
• Automation (Big Data /
AI / etc.)
Source: GEF analysis
10* VUCA = volatility, uncertainty, complexity, and ambiguity

11. Rise of global educational
providers:
• (primarily) Global online
learning platforms
• Global social movements
• Global technological
corporations
• Leading world
universities
Emergence of Global Educational Ecosystem
Continuous globalization:
• Recognition of global risks:
existential, environmental,
economical & political
• Globalization of economic,
political & cultural life
• Emerging systems of supra-
national governance
• Growing share of global
content in media & daily
life
Rise of global
educational
ecosystem
Gradually
declining role of
national
educational
governance
Source: GEF analysis (based on GEF Advisory Board meeting, October 2014)
11

12. Key shift – transition to life-long learning
Lifetime, years
Intensity
0… 25 50 75 100+
Education 2015
Education 2035
Key changes:
• Impossible to prepare for life in growing
uncertainty
• (Therefore) education should happen not in
the beginning of life but during its whole
duration and it should include all spheres of
life
• Education – is not solely professional
training and must include all the spheres of
life
• Education taking into account the growing
life expectancy ("the third age“)
• If education lasts a lifetime, only the
students can determine the direction of
their growth, so it is critical to “learn to
learn”
• The quality of learning process and related
experiences (joy, love, trust, acceptance)
need to be once more placed into the heart
of education
Source: Global Education Futures session results

13. Self-Guided Learners:
natural lifelong learning
everywhere all the time
Global learning platforms: best of the available
knowledge & skills, global content
(‘billion student universities’)
Local learning ecosystems: existing (schools /
colleges / universities) + new formats for
learning during the whole life
Ed tech tools that
help create
personalized
trajectories in
learning, career, well-
being etc.
Communities of
practice that provide
peer support / guidance
Skills of the future in curriculum
13
GLOBALLY ORIENTED
PERSONALIZATION
& TECHNOLOGY
COLLABORATION
FACE TO FACE
ACCOUNTING FOR LOCAL CONTEXT
On the verge of great change: long-life human-
centered education
Source:
Global Education Futures
session results

14. Age of global online learning platforms
• They will be big: EdX ambition is 1 BN students by 2020.
Some of them will be built by existing players (Facebook &
LinkedIn among likely candidates)
• New environments / interfaces:
• Mobile 24/7 (now)
• This is not YouTube! (age of AR &
AI-assisted scenario building in 10 years)
• Integration with online gaming (WoW),
urban behavior etc.
• Digital pedagogy:
• Enabling personalized learning for everyone
• Wearables to fine-tune for the state of body&mind
• Adaptable: building your own set of competencies for life
• Global problem-solvers: platforms for activism

15. Education becoming key process in city life
• Lifelong learning happens in different urban spaces
(not only in schools & universities): civic centers,
fitness clubs, parks, city tours, …
• Communities (united by territory, profession, hobby,
style of life, …) become venues of learning around
shared interests & real-life problems (e.g. food, from
growing to cooking & sharing, or environmental
protection)
• Instant formats that use public spaces: ‘Starbucks
Agoras’, spontaneous public art to connect people, …
• Families connection, family re-integration, community
health, peacemaking / mediation
• City navigators that connect people to learning
opportunities
• Augmented reality will be able to convert any space
into learning space

16. 16
Design of learning environments & skills of teachers
Learning environments &
pedagogy principles
Required skills of teachers
• Transition from competitive to collaborative
learning processes
• Focus on self-development & self-guidance,
collaborative design of learning process &
content to be explored
• Personalized learning trajectory that
combines
• Learning in virtual environments
(online courses, virtual reality
lectures, social & AR simulators etc.)
• Practice-based learning in real-life
settings
• Peer-based learning (face-to-face &
online) with mentors & community
• Learning built around real-life problems &
challenges rather than subjects
• Environment for physical exercises &
interaction, emotional / artistic interaction
etc.
• Flexibility, openness, readiness to receive (and
create) new
• Blended pedagogy
• Collaborative & connected pedagogy, including
peer-type instruction (collaborative exploration
rather than ‘schooling’)
• Gamification of learning:
• game-design
• game-based teaching
• in-game acting (teacher as NPC)
• Mentorship & coaching (based on learner’s
own goals)
• Entrepreneurship
• Research-driven pedagogy
• Project-based pedagogy
• ‘Holistic’ teaching that recognizes various
needs of learner’s mind & body
• ‘Skills archive’: practice of storying
disappearing skills and retrieving them when
necessary

17. Future Education
Map 2035
«Future Education:
Global Agenda»
Report
GEF Infographics
GEF Vision – we call to investigate and join action!
Interactive map: map.edu2035.org
GEF materials: www.edu2035.org

18. «Voice of Youth»: include the users into educational
system development
«When it comes to the design of social and societal systems of all kinds, it is
the users, the people in the system who are the experts. Nobody has the
right to design social systems for someone else. It is unethical to do so.»
Bela Banathy- «Designing Social Systems in a Changing World»
One of directions of work in Global Education Futures became the involvement of children
from 9 to 16 into redesigning and active change of education system in the interest of the
learners. Pilot sessions of the “Voice of Youth” project were held Russia, Argentina and
USA (California). In 2016-17 the project will continue with session to be held in 20
countries.

19. «Voice of Youth»: they want more than we offer
Position
regarding
schools
• School are needed, but they should be firstly a «meeting place» - for
collective learning through action with peers and adult experts
• Education should be fun (interactive and gamified) and useful (practice-
oriented)
• Marks are needed, but firstly as a mean of feedback. «Error culture»: to
err is normal, we learn through this
• Technologies are interesting, but they should not replace teachers and
learning partners, they are an additional tool
• Main problem of education – teachers’ pessimism, their lack of faith in
the future and transmitting the feeling of helplessness to children!
• School should teach us how to live, not how to pass exams!
"Another world":
the main queries
• Readiness to become participants and leaders of change
• Common global world without wars, understanding other cultures,
peacemaking
• “Greening”: learning to feel the nature, restoring contact with it,
stopping its destruction
• Ceasing harsh treatment of animals, "lessons of kindness“
• Technology frees people to communicate and create, return parents
home (request for family reintegration)
• Main concern: "adults will not let us do anything"

20. PROTOPIA LABS MOVEMENT
AND THE FIRST FUTURISER PROJECT-CAMP

21. Meeting that launched the movement:
Moscow, Prague, Boulder (spring-summer 2016)
Attended the meetings Could not attend,
but stated interest in
partnership
+ several Russian and
European private / NGO
initiatives

23. Main principles of Protopia Labs
Movement
• Practice future now.
Be a player, not spectator. Contribute to the change &
transformation starting from yourself and your project.
• Create a path towards “Thrivability Society” or “Society
based on Collective Wisdom” (Protopia)
Society 2.0. - paradigm shift, “post-barrier” state of a
global civilization. Collective “future thinking” forming
Protopia. Protopia Labs as agents performing this shift.
Education focused on holistic human development – as a
person, member of society, a participant of a new global
civilization.
• Curate emergence of the global educational ecosystem.
Eco-system of communities: Global, Thriving, Grass-root.
Partnership of living / sustainable systems opening many
opportunities for joint collective action. Creating “net of
networks”, combining various types of educational
experiments and social accelerators

24. Community of Protopia Labs
Ecosystem
Gardener (EG)
Identifies capable
“transformation
leaders” and clears
obstacles in their
way
Teams leading systemic
innovation in their
region / territory
Team of
teams
Scaling up of promising
projects through
• Franchise
• Viral
• Social movement
• …
We are becoming a community of Labs that (1) experiment with practices of new education, (2)
create their vision of future education and progress towards its implementation, (3) grow their
network through new “transformational leaders” that can create elements of new education,
and (4) help scale up promising projects. The Community serves as a vehicle for exchange of
best practices and a convention to maintain the coherence of visions.

25. Coordinated movement, individual routes
• Labs – as ships in open
sea, each chooses its own
route and means of
transport, their way of
“staying afloat”
• «Ships» progress through
a common map to a
common goal
• Some «ships» move in
bundles, developing joint
international projects

26. Futuriser-1Camp
Pyla,Cyprus,31.08-6.09.2016
65 participants
10 countries
7 days
8 projects

27. What is Futuriser? Key elements of design
General frame: within the
Futuriser we here and now create
a prototype («live model») of
education and life in general in
the future
Laboratory with a
given research topic,
working hypotheses
and experiments
Incubator for
starting up projects
of international
cooperation in
education
Educational format
built on practical
mastering of new
practices in an
interactive form
Space for
synchronizing
rhythms of
external and
inner lives of
participants

28. Futuriser-1 in Cyprus: what was successful
Futuriser as a
holistic format
Futuriser
“construction”
• The fact that Futuriser (as a new form of meeting and collaboration) was held –
means there is readiness to replicate the format
• The theme of Futuriser-1: project design, prototyping, interaction
• Аn international and multicultural format (with very different cultures of
communication and work) was formed
• Spread of "Futuriser", "Protopia“ etc. memes (as a sign of reception of the new
approach and its discernment in the general field)
Results for
Protopia Labs
movement
• Informal relationships / friendships were formed, family members were
involved in the Futuriser space
• There was a "synthesis of the common cause" - interaction between projects,
creation of a "common field" of activities
• Emergence of the collective subject during Futuriser
• “Sowing" projects outside Futuriser, several international cooperation
projects were launched
• Connecting educational formats and project work (incubation)
• Prototyping educational products directly during Futuriser Camp
• Different ways of prototyping (games, work in the city, workshop program)
• Inclusion of all aspects of life (play, communication, recreation, going out to
nature) as elements of the prototype
• Dialogue of generations and intergenerational formats – inclusion of youth
and children
• Finding the “common rhythm" of Futuriser (towards the end of the camp)

29. Main Protopia Labs project directions after
Futuriser 1
Experiments on transformation of
education
New educational programs
• Futurising University: creating
"laboratories of university transformation",
pilots in Russia, Holland, Cyprus, USA,
Argentina
• Futurising City: model of urban
transformation via creating hubs of urban
education, pilots in the Netherlands, Latvia,
Russia
• Educational ecosystems integration
platform: pilots in Russia (on the basis of
"Metaversity") and EU
• Course on methodologies of thinking: online
/ offline training course on different ways of
thinking for leaders-practitioners
• Course on interactive teaching methods:
online / offline training course for teachers
on different types of interactive education
• "Education for Thrivability“: training
program for business and political leaders,
that restores their connection with
themselves, with local communities and with
nature
Research projects in
the interest of the
community
• InfoSpace: creating a global "live" online map of "new education
leaders", with the descriptions of their teams, methodologies, current
projects
• Voice of Youth: discussing the models of future education with
children aged 9-16 years in 20 countries of the world (a network of
“Protopia Labs" + partners)

30. Organization of
the program
• Main components of the program are determined by the logic of project
work (phases from ideation to work plan setting), the content of
educational programs should be synchronized with it
• Declaring laboratory topics in advance, educational program formats
selected from preliminary applications with regard to the camp theme
• "Empty spaces" in sufficient quantity within the program (opportunity to
build up the program according to proposals of participants and needs of
the teams)
• "Lighting the fire" – hosts and project team leaders gather in advance for
attunement and discussion
Additional
components of
the program
• Different tools for cross-cultural dialogue and attunement are desirable
• There needs to be sufficient time for networking, connecting, socialization
and friendship
• Futuriser process needs to include experiences of ‘Thrivability' (positive
emotions in the camp, connecting with self, others, the group, nature, past
and future generations)
• Including work with personal educational trajectories as elements of
Futuriser – choosing personal goals in the beginning, expressing personal
position (subjectivity) in the process
• Wider use of instruments for collective subject emergence
Insights on design and organization of next Futuriser
camps: program

31. Insights on design and organization of next Futuriser
camps: project work and camp management
Working with
projects
• Choice of topics – preparing in advance with leaders and groups
• Having time and space for field research and prototyping (selecting
different forms of prototyping prior to the camp)
• Use ‘packaging’ formats to create artifacts during Futuriser that can be
further distributed outside Futuriser
Managing
Futuriser
• Management system (in preparation and execution) should be transparent
and clear for participants and organizers
• There needs to be a separate group that manages only the organization
• There should be means for (a) managing participant expectations before and
during the camp, (b) immediate feedback from participants to make changes
in the program
• More reflective contours inside (for hosts – on the Futuriser process, for
groups on project work etc., for participants - personal time and
comprehension)
Requirements
for the venue
• Separate common hall with a flat floor (!) for gatherings of all participants
• Having rooms for project teams meetings (so that the rooms do not host
educational formats), with the opportunity to hang materials on the walls
• Opportunity to go out into the nature (and desirably - into the city)

32. Futuriser-1: Our hypotheses for development of
following camps
• Themes and structure of Futuriser project work can and should be programmed in advance,
having a productive balance between a fixed program and self-organization
• Futuriser can actively interact with the community in the space of its conduct and bring its
‘fruits’ to this community. In order for this to happen the local team should prepare “processes
of connection“ with the local ecosystem.
• The attitude of some participants “to give, but not take” could be not a very beneficial one – if
one does not take, then one devaluates the content of others. Therefore it is important to
provide attunement before the camp (everyone who goes to the Futuriser should “find and
take” something from the camp)
• Managing participants’ mindsets (before and during the camp) raises the connectivity and
synchronization of participants , helps to regulate resource states
• We need to purposefully manage project teams energy, ensuring their recovery and recharging
(there is a need for a "master of group resource states" that monitors groups and Futuriser in
general, makes suggestions for changes in dynamics)
• Different queries on activities inside Futuriser can be linked with various personal queries
(focus on the external or internal world) in current stage of a persons life. We need to diagnose
and account for those queries in the program (possibly: separating cohorts with subsequent
joining)
• In the logic of prototyping future education – we should organize spaces for children-adult work
taking into account the different ages and needs of children, ensuring children and adults
synchronize harmoniously in rhythms and activities

33. Upcoming events
9-12 November 2016
New Delhi, India
FICCI conference on the
future of higher
education
Seminar and game on
future of education
(based on the vision of
the GEF / Protopia Labs)
6-7 November 2016
Beijing, China
Global Change Alliance
Workshop
"Meeting of leaders creating
ecosystem", on the model of
the Whole Child for the
Whole World ("the holistic
child for the holistic world")
– Alliance uses GEF vision
and involves Protopia Labs
participants
8-16 December 2016
Riga, Latvia
Futuriser 2: "Young
leaders who are
changing the city"
(local organizers -
Young Folks)
FICCI
(India)
GCA
(China)
Futuriser
2 (Latvia)

34. What more?
• Discussions about the future of education
• "City lectures," dialogues on the future of the city, "skill
fairs" and other urban formats
• “Youth of Voice” formats
• "Teachers ' clubs"
Starter Kit – a pack for
beginners
Futuriser -3, 4, …
Creating a global
infrastructure of the
movement
• «Education for Thrivability Society» (Education for
Thrivability) – Arizona, end of winter 2017
• Integrated tech platforms for educational systems –
Moscow, end of summer 2017
• Hubs in Europe, Latin America, China and other
• PR / SMM
• Fundraising / social entrepreneurs
See http://www.protopialabs.org/