Dyfodol Llwyddiannus Successful Futures Llywodraethwyr CCD CSC - - PowerPoint PPT Presentation

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