PreparingfortheFutureBett09

Preparing for the Future

Dan Sutch [email protected]

stand J11

http://tinyurl.com/FuturelabInnovation

www.futurelab.org.uk/resources/documents/handbooks/innovation_handbook.pdf

The BCH programme is aiming to build a challenging and long term vision for education in the context of socio-technological change 2025 and beyond

Long term futures programme intended to•Enhance the ‘futures thinking’ capacity of the UK education system•Inform current strategy, decision making and planning

Futurelab running the programme in partnership with DCSF

• Socio–technological trends and future possibilities– Generations and life-course– Knowledge, creativity and communication– Identities, communities and citizenship– Working and Employment– State/Market/Third Sector

• Programme of public and stakeholder engagement– Industry, policy makers, R&D– Citizens council, citizens panel, online consultations, interviews

Broadly: Possible/ Probable/ Preferable Futures

Programme 2007-2009

Challenges:Generations and Life-course: ... By 2030 half the population will be over 50, one quarter over 65 ...ageing societies require the transfer of educational resources between young and old ... The role of “qualifications” will need to be re-examined ... “radical longevity” ...education as family’s ‘active health’

State, Market, Third Sector: ... Education is likely to be pluralistically funded by individuals, communities, employers, governments and private enterprise ... Pressure groups as the new ‘opposition’ ... Role of industry members as ‘teachers’ ... Links between young people learning and workforce development

Knowledge, Creativity and Communication: ... Provigil and ‘cosmetic neurology’ ... Performance through smart drugs may require a trade off with creativity and originality ... New forms of sharing and communicating ... A change in what is perceived as important, new and necessary knowledge ... New ways of organising and representing knowledge

Identities, Citizenship and Communities: Fertility rate that is below the replacement level and high levels of inward migration lead to a lower proportion of younger people and a more ethnically diverse ageing population ... Relationships between geographic, language-based, religious and virtual communities ... Online identities, avatars, virtual presence

Working and Employment: ... Changing working hours and locations, and the implications for how schooling is organised ... Changing organisation of schooling, and the implications for working hours and locations ... Retirement based upon medical records not age ... Multi-generational workforces

Emerging social trends

1. Aging population (healthy or unhealthy?)2. Continued importance of childhood education for future success3. Rise of parental purchasing power and informal learning economy4. Increased rapid migration across all socio-economic groups5. Development of reconstituted and complex family structures6. Intensification of work across all areas of life7. Increasingly complex IT systems outstrip human capacity to manage

and predict outcomes8. Blurring of the lines between public and private sector provision

Emerging technological trends

1. Continuation of Moore’s Law2. Once per decade disruptions3. Computing as bio-science4. Cosmetic psycho-pharmacology5. Invasive & non-invasive brain/machine interfaces6. 3D printing and printable electronics7. Artificial Intelligence remains hard8. Large scale systems of systems

What if... Visioning tools Write your school vision Test your plans/strategy Workshop activities

6 possible futures Challenging trends Image ideas gallery PowerPoint of inspiration

From vision to plan Prioritise now Case studies BSF

www.beyondcurrenthorizons.org.uk

Free toolkit to support long-term planning in education

www.millionfutures.org.uk

www.beyondcurrenthorizons.org.uk/powerleague

www.beyondcurrenthorizons.org.uk

http://tinyurl.com/FuturelabInnovation

www.futurelab.org.uk/resources/documents/handbooks/innovation_handbook.pdf

The successful exploitation of ideas generated at the intersection of invention and insight, which leads to the creation of social or economic value.

End-user innovation

… a source of innovation, only now becoming widely recognized, is end-user innovation. This is where an agent (person or company) develops an innovation for their own (personal or in-house) use because existing products do not meet their

needs

“end-user innovation [is], by far, the most important and critical”

Eric Von Hippell Sources of Innovation

Starting innovation cycles in schools

Insight

Putting the ideas into practice

O'Sullivan, 2002

•Poor goal definition

•Poor monitoring of results (standard and non-standard)

•Poor participation in teams

•Poor alignment of actions to goals

•Poor communication and access to information


Bates (2000)






• Teachers and peers

•Teachers adapting to change

•Teachers professional development

•Teachers independence and influence

•Time to understand•Time to personalise

•Support network•Time to understand•Time to personalise

•Enaction of innovation













•Confidence in new approach

•ITT and CPD•Access to training

•Management of tools

•Time constraints

•Understanding new approach

















•ITT and CPD•Access to training

•Management of tools

•Time constraints



•Assessment constraints

•Curriculum constraints

•Curriculum constraints


•Personal desire

•Personal interests


•Imposed practices•Separation of new practice with personal beliefs

•Inspection and review

•Fear of unknown•Challenge to ‘power’

Reducing the resistances to change

•Distributed leadership

•Champion of innovation

•Conversation

•Tools and resources

•Showcases

•Communication

•Networks of practice

•Sharing innovation and early ideas

•Risk management

•Reprofessionalisation of teachers

•Communication

•Conversation

•Conversation


•Showcases•Sharing innovation and early ideas

•Sharing innovation and early ideas•Distributed leadership

•Conversation


Developing distributed leadership

•Leadership of innovation can come from a range of sources•Reviewing the role of senior management teams•Exploring new models of leadership

Rethinking teacher learning

•Developing strong cultures of professional learning•Perceptions of benefits of new approaches•Belief and role to develop new approaches•Teacher ‘action learning’ and reflective practice

Enabling champion(s) of innovation

•They identify opportunities and challenges•They drive projects through and keep them going•They scaffold conversations with others and share the vision•They help minimise and share risk•Share work internally and externally•They sustain and diffuse innovations•They help others develop new practices

Risk and risk management

•Sharing aims, reasons and approaches early with school community•Piloting and prototyping•Stakeholder ‘buy-in’•Developing appropriate measures of success•Making visible the risk of ‘doing nothing’

Networks and hubs

•To help share successes and failures within safe spaces•Finding opportunities to work with different sectors and disciplines•To stimulate new ideas•Support and information gathering•Risk management

Reducing the resistances to change


•Champion of innovation

•Conversation

•Tools and resources

•Showcases

•Communication


•Sharing innovation and early ideas

•Risk management

•Reprofessionalisation of teachers

•Communication

•Conversation

•Conversation


•Showcases•Sharing innovation and early ideas

•Sharing innovation and early ideas•Distributed leadership

•Conversation


Networks for conversations, challenges and partnerships

www.exploratree.org.uk

www.enquiringminds.org.uk

Enquiring Minds

www.createascape.org.uk

J11

[email protected] blog.beyondcurrenthorizons.org.uk http://twitter.com/Dannno www.slideshare.net/Dannno

Preparing for the Future