Future Learning Now

FUTURE LEARNING NOW: Introduction

We are now, undeniably, living in a world of rapid change and every forecast predicts that the rate of change is on an ever-increasing incremental curve. For those involved in education this reality imposes questions and challenges to every aspect of modern day schooling. The paramount challenge is in seeking realistic and workable responses to the challenge of supplying a learning experience and learning environment that equips and empowers our pupils for their future. We have a moral imperative to educate our pupils for their future rather than our present. I believe that educators today have to seriously seek answers to a number of vital questions, some of these questions we can already identify, further questions will become apparent as we start the process of changing our practice.

Many education systems have started to grapple with the first question:

“What are the major skills our pupils will need in their near future?”

In New Zealand the broad answer, outlined through the Core Competencies of the new national Curriculum, are:

• Managing Self
• Relating to Others
• Participating and Contributing
• Thinking
• Using Language, Symbols and Text

However each of these competencies are complicated mixtures of beliefs, values, understandings, attitudes, behaviours and skills and as such pose further questions for our schools including?

• Does our current programme and practice actually empower our pupils with these competencies?
• What can we do to improve our performance?
• How do we measure gains in these complex competencies?
• What aspects are valid to measure?
• What is the role of the traditional subject areas like Science, Social Science, Technology, Health, Physical Education, Arts, Language and Mathematics in this changing environment?

In this changing world environment schools are also under ever increasing pressure to be an all encompassing ‘fix it’ or ‘magic cure all’ to an escalating number of issues that are no longer being addressed adequately by communities and families. Within this scenario I believe schools need to develop very strong visions that give them a sense of direction, and clear goals that will enable them to both maximise the positive impact they have on their pupils’ future, and to avoid the danger of becoming professionally lost in the maze of issues and pressures. Supporting a clear learning vision schools also need to implement sound structures that empowers and focus the school toward actually implementing and achieving that vision.

I count it a privilege to work alongside schools in the role of a ‘Critical Friend’ as they face these challenges, establish their responses, implement their insights and focus on future learning now.