dyfodol llwyddiannus successful futures...creating the conditions for all young people to experience...
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Dyfodol Llwyddiannus
Successful Futures
Llywodraethwyr CCD
CSC Governors
Graham Donaldson
Caerdydd / Cardiff
Mehefin / June 2017
• Agreeing and pursuing ambitious goals for all young people – equip them as
people for future lives
• Raising ‘standards’, including basic literacy, numeracy and digital competence,
but also creativity
• Developing values and ethical understanding
• Defeating destiny – deprivation/experience/expectation/aspiration
• Establishing a broad, secure and enduring base of education
• Creating space for engaging teaching and learning – enjoy the experience and
challenge of learning
• Sustaining high quality, relevant and challenging education
• Building the confidence and capacity of all practitioners
• Establishing a constructive accountability culture
Countries across the world are rethinking education policy with a view to
“What our children and young people learn
during their time at school has never been
more important yet, at the same time, the
task of determining what that learning
should be has never been more
challenging.”
The challenge
Scope, scale and pace of change
1450 Gutenberg Printing Press – Renaissance – 15th century Reformation – 16th century Enlightenment – 18th century Steam Engine – late 18th century Industrial revolution – 19th century Computing, digitisation, miniaturisation 1930s – 1970s World-wide web 1989 Microsoft/Apple 1990s Yahoo 1994 I-Phone 2007 Artificial intelligence, robotics -early 21st Century
Centuries Century Decades Years
Changing Nature and Pace of Change
Scope, scale
and pace of change
Globalisation • Interdependence
• Competition
• Offshoring
• Reshoring
• Mass migration
• Scarcity
• Climate
Employment • Skill demand changing
• Portability
• Employability
• Digital competence
• Fluid job market
• Lifelong learning
• Automation/artificial
intelligence/robotics
Society & Citizenship • Inequality
• Demography
• Life expectancy
• Civic participation
• Changing family
structures
• Post truth/‘alternative
facts’
Education
•New and growing expectations
•Instrumental pressure? Education is for
work?
•Education for democratic participation /
ethical citizenship?
•Uncertainty and lifelong learning
•New conceptions of knowledge?
•Creativity, teamworking, problem-
solving?
•Deprivation and educational
achievement?
•Better learning or different learning?
•Anywhere, anytime learning? Hand-held
connectivity?
•Social networking
•Internationalisation – PISA/PIRLS/TIMMS
Resources
• Scarcity
• Efficiency
• Accountability
Average is over
“This maxim (average is over) will apply to the quality of your job, to your
earnings, to where you live, to your education, and to the education of your
children…if you and your skills are a complement to the computer, your
wage and labour market prospects are likely to be cheery…” (pages 4/5)
“…a modern textile mill employs a man and a dog – the man to feed the dog and
the dog to keep the man away from the machines.” (page 8)
“The ability to mix technical knowledge with solving real-world problems is
the key…” (page 21)
“It might be called the age of genius machines, and it will be the people that work
with them that will rise…we (will have) produced two nations, a fantastically
successful nation , working in the technologically dynamic sectors, and
everyone else.”
Tyler Cowan 2013 ‘Average is Over’
TECHNOLOGY AND EMPLOYMENT • ‘…about 47 percent of total US employment is at risk.’
• ‘…hollowing-out of middle-income routine jobs.’
• ‘…technological progress in the twenty-first century can be expected to contribute to a wide
range of cognitive tasks, which, until now, have largely remained a human domain.’
• ‘…computerisation will mainly substitute for low-skill and low-wage jobs in the near future.
• ‘… high-skill and high-wage occupations are the least susceptible to computer capital…’
• ‘…as technology races ahead, low-skill workers will reallocate to tasks that are non-susceptible to computerisation – i.e., tasks requiring creative and social intelligence.
For workers to win the race, however, they will have to acquire creative and social skills.
Carl Benedikt Frey and Michael A. Osborne (2013) The future of employment: how susceptible are jobs to computerisation? (www.oxfordmartin.ox.ac.uk/downloads/academicThe_Future_of_Employment.pdf)
New markets and jobs but also volatility, insecurity and migration
Complexity, diversity and inequality
Ambiguity and citizenship
Connectivity, collaboration and cybersecurity
Personal and collective learning
Innovation or obsolescence
•“If we teach today as we taught yesterday, we rob our children of tomorrow.”
• John Dewey (1915) Schools of Tomorrow
Importance of
strong basic skills including digital competence
deeper conceptual understanding
connected and coherent knowledge
authentic knowledge in context
creativity and problem solving
learning in collaboration and to collaborate
ethics and values
personal agency
Move from what students should be learning towards what they should become?
(Priestley and Biesta 2014)
21st
Century schooling?
Creating the conditions for all young people to experience
education of the highest quality requires 2 complex challenges to be addressed successfully
Creating an inclusive, engaging and challenging set of learning experiences in pursuit of ambitious and agreed purposes of education.
Bridging the gap between aspiration and
the reality of day-to-day classroom life.
• Agreeing and pursuing relentlessly ambitious goals for all our young
people
• Raising and broadening ‘standards’ across the board – creativity as
well as basic literacy, numeracy and digital competence.
• Addressing issues of identity, wellbeing and the development of
ethical understanding and personal values
• Creating a framework that is progressive and stretching and that
embodies the best of current knowledge
• Creating a framework that can be realised in practice
• Creating space for engaging and effective teaching and learning
• Using assessment as integral to (deep) learning
Some Interesting Elements of the
The report: Successful Futures
8 Chapters
Overview Processes and Evidence Purposes Structure Pedagogy Assessment Implications Conclusions and Recommendations
68 Recommendations
Six Big Messages
Compelling case for fundamental change
Mobilise around clear and compelling overall vision for every young person – be clear about what matters
Don’t make the complex complicated – It’s the teaching that counts
Encourage coherence - clear lines of sight - minimise transitions – progression
Create space for deep learning and creativity - balance consolidation and pace
Assessment and accountability are for learning
Realisation needs systems thinking
WALES
‘SUCCESSFUL FUTURES’
(2015)
Key Curriculum
Recommendations
Four overarching purposes of the curriculum
Six Areas of Learning and Experience
Three cross-curriculum responsibilities and ‘embedded’
wider skills
Progression Steps (reference points) at ages 5, 8, 11,
14 and 16 (including ‘Routes’)
Achievement outcomes
A range of pedagogical approaches
Refocusing assessment on learning, including learners’
self- and peer-assessment
Purposes of the curriculum
The purposes of the
curriculum in Wales
should be that
children and young
people develop as:
• set themselves high standards and seek and enjoy challenge
• are building up a body of knowledge and have the skills to connect
and apply that knowledge in different contexts
• are questioning and enjoy solving problems
• can communicate effectively in different forms and settings, using
both Welsh and English
• can explain the ideas and concepts they are learning about
• can use number effectively in different contexts
• understand how to interpret data and apply mathematical concepts
• use digital technologies creatively to communicate, find and analyse
information
• undertake research and evaluate critically what they find
and are ready to learn throughout their
lives
Ambitious, capable learners who:
• connect and apply their knowledge and skills to create ideas and
products
• think creatively to reframe and solve problems
• identify and grasp opportunities
• take measured risks
• lead and play different roles in teams effectively and responsibly
• express ideas and emotions through different media
• give of their energy and skills so that other people will benefit
and are ready to play a full part in life and
work
Enterprising, creative contributors
who:
• find, evaluate and use evidence in forming views
• engage with contemporary issues based upon their knowledge and
values
• understand and exercise their human and democratic responsibilities
and rights
• understand and consider the impact of their actions when making
choices and acting
• are knowledgeable about their culture, community, society and the
world, now and in the past
• respect the needs and rights of others, as a member of a diverse
society
• show their commitment to the sustainability of the planet
and are ready to be citizens of Wales
and the world
Ethical, informed citizens who:
Healthy, confident individuals who: • have secure values and are establishing their spiritual and ethical
beliefs
• are building their mental and emotional well-being by developing
confidence, resilience and empathy
• apply knowledge about the impact of diet and exercise on physical
and mental health in their daily lives
• know how to find the information and support to keep safe and well
• take part in physical activity
• take measured decisions about lifestyle and manage risk
• have the confidence to participate in performance
• form positive relationships based upon trust and mutual respect
face and overcome challenge
• have the skills and knowledge to manage everyday life as
independently as they can
and are ready to lead fulfilling lives as
valued members of society.
Cross-curriculum
responsibilities
• Winning both the hearts and the minds for ambitious purposes
• Determining and building on the way the curriculum develops
in practice
• Sustaining education for all young people that is both high
quality and relevant needs continuous learning
• Establishing a dynamic and ambitious leadership culture
• Building the individual and collective capacity of practitioners
• Establishing an accountability culture that is constructive and
founded on mutual respect
To be successful means
A Curriculum for Wales – A Curriculum for Life
KEY FEATURES OF THE WELSHAPPROACH TO BOTH CHALLENG
• Continued support, even enthusiasm, across system
• Strategic and inclusive approach based on agreed purposes
• Reflects current evidence about successful reform – growth not deficit
• Not top-down but collaborative, all-Wales reform - pioneer network
• Time given for ‘sense-making’ and understanding
• Strategic legislation– subsidiarity
• Strong commitment to capacity building and professional learning
• Critical importance of leadership at all levels
• Accountability follows design
• International interest and active OECD involvement