Developing the BC learning agenda: innovation and improvement Part 1: Overview

Valerie Hannon and Tony MackayInnovation Unit, UK

BCSSA:FALL CONFERENCE 2010Victoria, BC 18/19 November

Coverage of world economy 77%81%83%85%86%87%

OECD’s PISA assessment of the knowledge and skills of 15-year-olds

Durchschnittliche Schülerleistungen im Bereich Mathematik

Low average performance

Large socio-economic disparities

High average performance

Large socio-economic disparities

Low average performance

High social equity

High average performance

High social equity

Strong socio-economic impact on

student performance

Socially equitable distribution of

learning opportunities

High science performance

Low science performance

Israel

GreecePortugal ItalyRussian Federation

LuxembourgSlovak Republic SpainIcelandLatvia

Croatia

Sweden

DenmarkFrancePoland

Hungary

AustriaBelgiumIreland

Czech Republic Switzerland Macao-China

Germany United Kingdom

Korea

JapanAustralia

SloveniaNetherlands

Liechtenstein

New ZealandChinese Taipei

Hong Kong-China

Finland

CanadaEstonai

United StatesLithuania Norway

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520

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560

2122215

Global Pressures Are Changing the World of Learning and the Place of Learning in Our World

Globalisation – so what?

• Integrated world markets (IT & containerisation mean new lower-cost producers in the world market)

• Jobs can be quickly transferred from one side of the world to another

• Consumers /researchers look across the world for the best

• Higher order skills at a premium

• Education itself globalising: mobile students, distance/online learning, competition between providers

• Understanding identity, core values and cultural practices more important than ever

“Half of what is known today was not known 10 years ago. The amount of knowledge in the world has doubled in the past 10 years and is doubling every 18 months according to the American Society of Training and Documentation (ASTD).”

Gonzalez (2004), The Role of Blended Learning in the World of Technology

“In the world of education, mobile, online and Web 2.0 technologies are beginning to change the relationship between teacher and student - enabling learners not only to download free educational resources but also to co-author online content and to joining collaborative learning communities that function independently of educational organisations.”

Open University, Current Trends in Global Education

A lifelong learning journey

Living in a social network

A world of free content

Pervasive technologyPower of informal learning Learning is changing

New world of research

Accelerating Technological Change Demands Different Skills

Global Education Leaders Programme

Jurisdiction Partners

Australia

Beijing, China

England

Finland

Ontario, Canada

New York City, USA

New Zealand

South Korea

Victoria, Australia

Consortium Partners

Yong Zhao: “PISA, TIMSS and Other Academic Horse Races”

• Homogenization of Curriculum• Imposition of Common Standards• Narrowing of Learning Experiences

“PISA, TIMMS and other academic horse races” (Yong Zhao 2010)

Bigger ≠ Better

• Increased ‘schoolification’ cannot succeed– Ten million new teachers will be needed to get an additional 260 million– students into education systems in China, India, Indonesia, and Nigeria

• We’re fighting the wrong battleMore years in school does not improve economic performance – improved learning does

• Internal, incremental reform is challenged by education systems’ complexity and interdependence

Bigger does not mean better………

If, as leaders, we believe these developments to be

real, significant and relevant:

what should be our priorities?

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Education Change Drivers

We have had

MORE

copy

It is time for DIFFERENT

We have tried BETTER

From

Education 1.0

Education 2.0

Education 3.0

21st Century Learnin

g

Education 2.0

Education 1.0

Supported by Adapted System

Reform

Leadership, People & Culture

High-quality Infrastructur

e & Technology

21st Century Curriculum, Pedagogy & Assessment

Achieved in Holistic

Transformation

Education 3.0

Traditional Education Systems

Curriculum

Teachers

Accountability

Leadership

Putting Education Systems at the Heart of the Learning Society

What should be learned?What are we preparing students for?

How the demand for skills has changedEconomy-wide measures of routine and non-routine task input

(US)

1960 1970 1980 1990 200240

45

50

55

60

65Routine manual

Nonroutine manual

Routine cognitive

Nonroutine ana-lytic

Nonroutine in-teractive

(Levy and Murnane)

Mean t

ask

inp

ut

as

perc

en

tile

s of

the 1

960

task

dis

trib

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The dilemma of schools:The skills that are easiest to teach and test are also the ones that are easiest to digitise, automate and outsource

Basic Skills

Core Subjects and Technical Skills

Disciplinary Knowledge

21st Century Skills

Ethics, History, and Citizenship

Specialized Subjects

Elements of a 21st Century Curriculum

Partnership for 21st Century Skills (P21)

The three drivers for21st century skills

What the world’s like‘the perfect storm’

What we’re likelearning science

What we want to beour aspirations

Given the rapid rate of change, the vast amount of information to be managed, and the influence of technology on life in general, students need to acquire different, evolving skill sets to cope and to thrive in this changing society.

-Partnership for 21st century skills

Advances in the cognitive sciences show that learning increases significantly when students are engaged in academic study through authentic, real-world experiences.

-The Metiri Group

I've discovered that there are seven survival skills that all students must master to get-and keep-a good job in today's global knowledge economy, succeed in college, and be leaders in our communities.

-Tony Wagner

Eight Consistent Themes

1. Gathering, synthesizing, and analyzing information

2. Working autonomously to a high standard with minimal supervision

3. Leading other autonomous workers through influence

4. Being creative and turning that creativity into action

5. Thinking critically and asking the right questions

6. Striving to understand others’ perspectives and to understand the entirety of an issue

7. Communicating effectively, often using technology

8. Working ethically, firmly based in both your own society and the planet as a whole

• The great collaborators and orchestrators– The more complex the globalised world becomes,

the more individuals need to collaborate and share and jointly develop knowledge

• The great synthesisers– Conventionally, our approach to problems was

breaking them down into manageable bits and pieces, today we create value by synthesising disparate bits together

• The great explainers– The more content we can search and access, the

more important the filters and explainers become

New skills for a new world: Schleicher, OECD

New skills for a new world (Schleicher, OECD)

New skills for a new world (cont)

• The great versatilists– Specialists generally have deep skills and narrow scope,

giving them expertise that is recognised by peers but not valued outside their domain

– Generalists have broad scope but shallow skills– Versatilists apply depth of skill to a progressively widening

scope of situations and experiences, gaining new competencies, building relationships, and assuming new roles.

– They are capable not only of constantly adapting but also of constantly learning and growing

• The great personalisers– A revival of interpersonal skills, skills that have atrhophied

to some degree because of the industrial age and the Internet

• The great localisers– Localising the global

New skills for a new world (Schleicher, OECD)

Digital Strategist

• Analytical thinking

• Ability to teach and delegate work to assistants

• Teamwork

• Ability to formulate solutions

•Ability to communicate comfortably to clients

•Problem solving skills

Higher Education Sales Executive

• Strategic approach to targets and objectives

• Work autonomously

• Strong communication and presentation skills

•Ability to gather and assimilate information quickly and effectively

Administrative Assistant

• Exercises initiative, judgment and problem-solving skills

• The ability to work independently

• Effective communicator

• Maintain co-operative and collaborative working relationships

• Possess superior interpersonal skills

•Triages administrative problems

Will there be an ‘institutional by-pass’?

• Solving new wants and needs faster than existing institutions can adapt

• Think

~ Obama’s campaign in ’08

~ Craigslist

~ ElderPower (Maine, USA)

• The old regime is “clogged with overheads, outdated assumptions and value-destroying practices”

Shoshana Zuboff

2009

Schools have not necessarily much to do with education. - Winston Churchill

The only time my education was interrupted was when I was in school. - George Bernard Shaw

My grandmother wanted me to have an education, so she kept me out of school. - Margaret Mead

video

Personalized Learning

World Class Learning/Skills

Authentic Student Voice

Performance-based Learning

Comprehensive System of Supports

Anytime, Anywhere Opportunities

The way ahead…….

At your tables…….

• What for you are the most powerful arguments for change in what you have heard?

• Which do you think have most relevance for the young learners of BC?