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

1. BCSSA:FALL CONFERENCE 2010 Victoria, BC 18/19 November Developing the BC learning agenda: innovation and improvement Part 1: Overview Valerie Hannon and Tony Mackay Innovation Unit, UK

2. OECD’s PISA assessment of the knowledge and skills of 15-year-olds Coverage of world economy 83% 77% 81% 85% 86% 87%

3. High science performance Durchschnittliche Schülerleistungen im Bereich Mathematik High average performance Large socio-economic disparities High average performance High social equity Strong socio-economic impact on student performance Socially equitable distribution of learning opportunities Low average performance Large socio-economic disparities Low average performance High social equity 15 Low science performance

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

5. 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

6. “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

7. “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

8. Pervasive technology Power of informal learning Learning is changing Living in a social network A world of free content A lifelong learning journey New world of research

9. Accelerating Technological Change Demands Different Skills

10. Global Education Leaders Programme Consortium Partners Jurisdiction Partners Australia Beijing, China England Finland Ontario, Canada New York City, USA New Zealand South Korea Victoria, Australia

11. “PISA, TIMMS and other academic horse races” (Yong Zhao 2010) Yong Zhao: “PISA, TIMSS and Other Academic Horse Races” • Homogenization of Curriculum • Imposition of Common Standards • Narrowing of Learning Experiences

12. Bigger does not mean better……… 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 battle More years in school does not improve economic performance – improved learning does • Internal, incremental reform is challenged by education systems’ complexity and interdependence

13. If, as leaders, we believe these developments to be real, significant and relevant: what should be our priorities?

14. Education Change Drivers copy We have had MORE It is time for DIFFERENT We have tried BETTER

15. From Education 1.0 Education 2.0 Education 3.0

16. Education 2.0 21st Century Learning Education 1.0 Traditional Education Systems Curriculum Teachers Accountability Leadership Putting Education Systems at the Heart of the Learning Society Achieved in Holistic Transformation 21st Century Curriculum, Pedagogy & Assessment Education 3.0 High-quality Infrastructure & Technology Leadership, People & Culture Supported by Adapted System Reform

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

18. How the demand for skills has changedEconomy-wide measures of routine and non-routine task input (US) Mean task input as percentiles of the 1960 task distribution 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 (Levy and Murnane)

19. Elements of a 21st Century Curriculum Basic Skills Core Subjects and Technical Skills 21st Century Skills Disciplinary Knowledge Specialized Subjects Ethics, History, and Citizenship

21. Partnership for 21st Century Skills (P21)

22. The three drivers for 21st century skills What we’re like learning science What the world’s like ‘the perfect storm’ What we want to be our 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

23. Eight Consistent Themes Gathering, synthesizing, and analyzing information Working autonomously to a high standard with minimal supervision Leading other autonomous workers through influence Being creative and turning that creativity into action Thinking critically and asking the right questions Striving to understand others’ perspectives and to understand the entirety of an issue Communicating effectively, often using technology Working ethically, firmly based in both your own society and the planet as a whole

24. New skills for a new world (Schleicher, OECD) New skills for a new world: Schleicher, OECD • 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

25. 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

26. 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

27. 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

28. 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

29. 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” • ShoshanaZuboff • 2009

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32. The way ahead……. • Personalized Learning • World Class Learning/Skills • Authentic Student Voice • Performance-based Learning • Comprehensive System of Supports • Anytime, Anywhere Opportunities

33. 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?