Trends and futures Planning for complexity Were going to talk about - - PowerPoint PPT Presentation

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Trends and futures Planning for complexity Were going to talk about - - PowerPoint PPT Presentation

Dec 04, 2022 106 likes •995 views

Trends and futures Planning for complexity Were going to talk about GOALS FOR PEI Divergence Complexity Goals TRENDS IMPACTING EDUCATION The Anatomy of a Trend OECD Trends Report Our Trends FUTURES THINKING What is it for?

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Trends and futures

Planning for complexity

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  • GOALS FOR PEI

Divergence Complexity Goals

  • TRENDS IMPACTING EDUCATION

The Anatomy of a Trend OECD Trends Report Our Trends

  • FUTURES THINKING

What is it for? DeSchooling Wrap Up

We’re going to talk about…

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  • CHOOSE YOUR QUESTION

Talk about complex issues Choose your question about the future of PEI

  • TALK ABOUT TRENDS

Talk about a number of trends Think about new trends Think about how those trends impact your question

  • BUILD A FUTURE

Work on a possible (not really possible) future Think about how that future answers affects your question Share your notes with us

You’re going to be asked to…

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SLIDE 4 http://www.flickr.com/photos/marcobellucci/3534516458/

Part 1

Divergence Complexity Goals

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It’s the future!

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Learning is complex

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There aren’t simple answers

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Today we are not looking to

  • agree. We are diverging.
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We haven’t always done learning for the same reasons anyway…

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Rome to Rhodes, 62BCE

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Charlemagne, circa 800

https://en.wikipedia.org/wiki/Charlemagne#/media/File:Aachen_Domschatz_Buest e1.jpg
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“Those who wish to scrutinize the bosom of nature to the inmost can hear [at the University

  • f Toulouse] the books of Aristotle which

were forbidden at Paris.”

  • University of Tolouse flyer, 1229, (Translated by Lynn Thorndike)

Schooling for control,1229

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SLIDE 13 http://upload.wikimedia.org/wikipedia/commons/d/d3/Jo hann_Heinrich_Pestalozzi.jpg

Johann Heinrich Pestalozzi teaches Switzerland to read, 1798

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“I assert definitely, that a school-book is only good when an uninstructed schoolmaster can use it at need, [almost as well as an instructed and talented one].”

  • Pestalozzi, 1801, How Gertrude Teaches her Children

Schooling for Basics

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BIRMINGHAM STANDARD IV Reading – A few lines of poetry or prose, at the choice of the inspector. Writing – A sentence slowly dictated once, by a few words at a time, from a reading book, such as is used in the first class of the school. Arithmetic – Compound rules (common weights and measures).

  • Report of the Federal Security Agency, US Office of Education 1876, p CLXII

Formalized Schooling for Basics

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What was ‘the goal’?

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Success was finishing.

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What is our school for now?

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  • 1. Take 3 minutes. Think about the

question

  • 2. Find a partner. Tell them your
  • thoughts. Listen to their thoughts
  • 3. Find points of ‘divergence’
  • 4. Share at your table
  • 5. KEEP NOTES!!!

Think/Pair/Share What is our current school system for?

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3 Categories of challenges you might want to address with learning

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SIMPLE

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SLIDE 24 http://www.flickr.com/photos/tojosan/17675 9844
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Simple Challenges

  • 1. Only one answer needed
  • 2. That answer always works
  • 3. Google search solutions
  • 4. Great muffins every time
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COMPLICATED

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Complicated Challenges

  • 1. Sometimes more than one

solution is possible

  • 2. Requires subject matter expertise
  • 3. Often many steps
  • 4. As with the airplane, often super

important you get the steps right

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COMPLEX

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Complex Challenges

  • 1. Does not have a solution
  • 2. Can only work on part of

the problem

  • 3. Iteration is key
  • 4. Love is not the same for

everyone

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Complicated or Complex?

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Complicated/complex

Landing on the moon?

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Complicated/complex

Landing on the moon?

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Complicated/complex

Climate change?

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Complicated/complex

Climate change?

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Complicated/complex

Video games?

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Complicated/complex

Video games?

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Complicated/complex

Raising kids?

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Complicated/complex

Raising kids?

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Complexity leads to contradictions (and that’s ok)

For students, key themes included homework and the balance with extra- curricular; the desire for engaging and interesting learning; the desire for more consistency in program delivery and assessment practices across the province; and mental health and addictions issues.

Pat Campbell - retrieved from minutes of second Learning Partners Advisory Council meeting section 3a
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  • 1. Take 3 minutes. Think about the

question

  • 2. Find a partner. Tell them your
  • thoughts. Listen to their thoughts
  • 3. Find points of ‘divergence’
  • 4. Share at your table
  • 5. KEEP NOTES!!!

Think/Pair/Share What complex issues could learning help address in PEI?

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What are other folks trying to change?

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Building a Knowledge Based Society in BC

It can improve health and education services, create jobs, generate economic growth, and improve government efficiency

http://www.gov.bc.ca/premier/technology_council/

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Reggio Emilia

The program is based on the principles of respect, responsibility, and community through exploration and discovery in a supportive and enriching environment based on the interests of the children through a self-guided curriculum.

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What could learning be FOR

  • n PEI?
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SLIDE 47 http://www.flickr.com/photos/marcobellucci/3534516458/

Part 2

Trends OECD Our Trends

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  • 1. a general direction in which something is

developing or changing. synonyms: tendency, movement, drift, swing, shift, course, current, direction, progression, inclination, leaning;

  • 2. a fashion.

synonyms: fashion, vogue, style, mode, craze, mania, rage;

Which ‘Trend’ are we talking about?

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OECD - Organisation for Economic Co-operation and Development

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Demographic factors

Fewer children

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Demographic factors

People on the move

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A final comment on complexity

School challenges: Enrolment vs. Diversity

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Questions for discussion

  • How does this impact the people of PEI’s

perspective on schools and learning?

  • How does this impact what school and

learning is for?

  • What other kinds/organizations of learning

are impacted by this?

  • How does this impact the governance of

education and learning?

  • Who is a teacher for this trend? What do

they need to do?

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Discussion

More trends? More data needed?

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Income and fiscal factors

Increasing affluence, increasing disparities

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Income and fiscal factors

Fiscal trends

  • Strong growth in education and early

learning spending 2007-2012 as enrolment fell

  • Followed by restraint and retrenchment

since 2012

  • Continuing demand pressures from the

health system will crowd future education spending

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Discussion

More trends? More data needed?

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Health and Wellbeing

Thriving Communities, Engaged Citizens Volunteering Voter turn out Sense of community

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Health and Wellbeing

A Helping Hand for Families

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Health and Wellbeing

Islander health and wellbeing Islanders’ status on most indicators of health and wellbeing lag the national average and many are deteriorating. It has long been recognized that these

  • utcomes are significantly influenced by

the social determinants of health, and the Report places particular emphasis on income disparities as a key factor.

2016 Report of the Chief Public Health Officer Promote, Prevent, Protect: Health for All Islanders

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Health and Wellbeing

Keeping Children Safe and Sound

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Discussion

More trends? More data needed?

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Internet Society and Self Constant connectivity, Access to content, Analytics

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Internet Society and Self We’re behind the rest of Canada… but improving

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Internet Society and Self Looking a little deeper into the data

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Discussion

More trends? More data needed?

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Trends in schooling Pasi Sahlberg

  • Standardization of education
  • Focus on core subjects in school
  • The search for low-risk ways to reach

learning goals

  • Use of corporate management models
  • Adoption of test-based accountability

policies for schools

http://pasisahlberg.com/global-educational-reform-movement-is-here/

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Discussion

More trends? More data needed?

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SLIDE 70 http://www.flickr.com/photos/marcobellucci/3534516458/

Part 3

FutureS UnSchooling Wrap up

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Futures Thinking

Not Predicting the Future

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to illuminate unexpected implications of present-day issues;

http://www.fastcompany.com/1362037/futures-thinking-basics
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the future can't be predicted, yet we have to make choices based on what is to come

the dilemma at the heart of ALL strategic thinking

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According to OECD

Futures are: internally consistent and coherent descriptions of hypothetical futures, reflecting specific perspectives on past, present, and future developments”.

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Ask the Question

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Scan the World

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Map the Possibilities

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Ask the Question Again

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What could learning be FOR

  • n PEI?
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Scenario Description (round 1) Live typing

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Scenario Impact (round 2) World Café discussion

  • Attitudes, Expectations, Political Support
  • Goals, Functions, Equity
  • Organizations and Structures
  • The Geo-Political Dimension
  • The Teaching Force
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Scenario Outcomes (round 3) Live typing

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What could learning be FOR in this particular future?

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Attitudes, expectations, political support

This dimension covers public and private attitudes towards schooling, including the depth of political support for schools and learning in general. It looks at how schools are valued, and the roles they are expected to play in communities and society at large.

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Goals, functions, equity

This dimension covers what schooling is meant to achieve. It outlines the main curricular and extracurricular functions, accreditation arrangements, and the settings for learning both inside and

  • utside schools. It also looks at social and

cultural outcomes of schooling.

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Organizations and structures

This dimension describes the formal and non-formal organisation of schooling. It covers the different roles for the public and private players in the delivery of education, the involvement of community bodies, as well as the extent to which ICTs are used.

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The geo-political dimension

This dimension looks at the local, national, and international environment and arrangements for schooling. This includes educational governance, the nature of service providers, and responsiveness to external pressures.

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The teaching force

This describes who “teachers” are – those responsible for “delivering” education. It considers working conditions, status, and

  • careers. It includes networking,

motivations and rewards, and the demarcations between teachers' roles and those of students, parents, and various others whose primary roles lie

  • utside education.