Alberta Teachers' Association
2012 PLANNING MEETING
Banff Springs Hotel
September 12-15 2012
The future and education:
How do we chart the course - lay the path?
Jón Torfi Jónasson
School of Education University of Iceland
jtj@hi.is http://www3.hi.is/~jtj/
ATA Future and education September 2012 JTJ
Preferred Futuring I
The past, the poet Stephan G. Stephanson 1853-1927
Red Deer
ATA Future and education September 2012 JTJ
Preferred Futuring I
The dimensions of the discussion
The ATA background work and material
Two questions:
Is there something new being said in the presentation?
And so what?
ATA Future and education September 2012 JTJ
Preferred Futuring I
The dimensions of the discussion
What is the centre and will it hold? Considering issues such as:
• 1. Public goods and private interests
• 2. Being a citizen and being a consumer
• 3. Social justice and market forces
• 4. Cooperation and competition
• 5. Corporate economies and mixed economies
Implications for the ATA in a global context across three
horizons of change (In the next year? The next 3–5 years? The
next 10 years?)
ATA Future and education September 2012 JTJ
The dimensions of the discussion
• Education
– Aims. PPF-PastPresentFuture, what needs to be included, the developing aims
of education, replacing curriculum concerns with concerns for aims
• The future
– The different spheres; Cultural, social, industrial, technical, scientific, personal
– Change, development
– Whose task is it to weave the future into education?
• A social system
– Of social infrastructures, of systems of education, fragmentation of the field, the
“role of the teacher” dilemma, change within the system: inertia
ATA Future and education September 2012 JTJ
“The teacher as a primary source for
development” dilemma
ATA Future and education September 2012 JTJ
A host of studies show that very little change takes place in education if
the teacher is not the owner (or at least a co-owner) of the change.
But to what extent is this realistic? The primary task of the teacher is to
teach, to educate, to take care of the pupils in light of the context and the
current aims of education. This is a very demanding task, which requires
expertise and total commitment.
The task of understanding the current and foreseeable developments and
mapping those on to the evolving aims of education is also a very challenging
task again requiring a lot of expertise and creative realism (if that is possible!).
The same goes for channelling educational research sensibly into educational
practice.
Thus it seems that there must be an extensive division of labour, even
though at every stage it must result in a co-operation between the experts at
each level of the operation. There seems to be a need for an operational
mechanism to make this happen, over and above current professional
development programmes.
ATA Future and education September 2012 JTJ
The level witin the school system
The timing of professional education and development
5 yrs 10 yrs 20 yrs 30 yrs 40 yrs
Elapsed time from beginning of study
ATA Future and education September 2012 JTJ
Action plans
– Global, local, school, teacher levels
– Merging vision and pragmatism
– Radically new infrastructures?
ATA Future and education September 2012 JTJ
The chapters
•
•
•
•
Some questions and perspectives
The Future
Inertia, or reasons for not moving
Education
• Action plan, a call for a new infra-structure
Note that the problem we are dealing with is an issue for
education in general
ATA Future and education September 2012 JTJ
Perspectives
ATA Future and education September 2012 JTJ
Which perspectives do the discussants adopt in the normal
discourse about the role of education?
Where is the focus of the normal discourse (often outside education)?
The world of technology?
The world of work?
The local; the global society?
The individual or social welfare?
The individual and social potential?
The grand challenges? Energy, Water, Sustainability, Climate, Food, ...
ATA Future and education September 2012 JTJ
Which perspectives do the discussants adopt in the normal
discourse about the role of education?
What do we look at or focus on within the field of education?
Methods,
Structures (systems), ...
Mode of operation,
public, private, charter,…
Content (science, arts, grand challenges, sustainability, individual
or social development), or skills or competencies
ATA Future and education September 2012 JTJ
The system(s) of education – where is the focus of the discourse?
Is it possibly completely outdated; a 1950s discourse?
5
10
15
20
25
30
35
40
45
50
55
60
65
70
75
10
15
20
25
30
35
40
45
50
55
60
65
70
75
10
15
20
25
30
35
40
45
50
55
60
65
70
75
10
15
20
25
30
35
40
45
50
55
60
65
70
75
1900
5
1950
5
2000
5
2050
ATA Future and education September 2012 JTJ
The future
ATA Future and education September 2012 JTJ
Where are we now within education? On balance?
How is the school system addressing the past, the present and
the future?
The past
The present
The future
ATA Future and education September 2012 JTJ
Age
2075
2070
2065
2060
2055
2050
2045
2040
2035
2030
2025
2020
2015
2010
When we talk about the future, are we talking about 5-10 years or 2030 years? And for whom?
25 30 35 40 45 50 55 60 65 70 75 80 90
25 years
10 years
Age
Age
15 20 25 30 35 40 45 50 55 60 65 70 75 80 90
5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 90
Skólamyndir
ATA Future and education September 2012 JTJ
Delors four pillars of education, from the 1996
Learning: the Treasure Within:
Learning
to do
to be
to
to live
be
informed
and for
some,
to
to know
be skilled
ATA Future and education September 2012 JTJ
Two perspectives ― two stories
The story about the current
implementation of
education; how we respect
the past, understand and
cope with the present and
prepare for the future.
Our future
Our past
The story about the
development of education;
how we learn from the past,
attend to the present and
envisage the future methods
and tasks of education.
The future
and
Educational education
history
Our present
Education
now
ATA Future and education September 2012 JTJ
The future, two issues:
first - can we predict or envisage the future?
The simple answer is yes, in very important respects we can and we
should be dramatically more preoccupied with it than we are now.
We must rid ourselves of the laissez-fair myth that the future cannot be
predicted and therefore we should not think very seriously about it; it
is not only both silly and wrong, it is also harmful. But it has been very
powerful.
But of course the insistence that we can predict a lot, does not imply that
we can predict most things, or even the most important
developments.
ATA Future and education September 2012 JTJ
But is it really possible to predict?
Yes and no, but in important arenas yes; take some examples
All are examples of exponential growth (Albert Bartlett)
I also ask, by the way, who in the “system” are monitoring these changes
and suggesting action for education?
I. The development of computer calculating power, viz. Moore’s law, (but not how it
may be utilised).
II. The growth of published papers or material in the sciences
III. Use of mineral deposits, (but not necessarily their price)
IV.The increase in the number of students in higher education in Iceland (US, Japan,
the Nordic countries); we know this but not necessarily what they choose.
Most of this is robustly regular, not only over 25 years but probably 125 years and
the growth 1970-2010 could have been accurately predicted in most cases.
ATA Future and education September 2012 JTJ
Staðan tekin
ATA Future and education September 2012 JTJ
The rate of growth in scientific publication and the decline in coverage provided by Science
Citation Index
Peder Olesen Larsen1 and Markus von Ins2
Scientometrics. 2010 September; 84(3):
575–603. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2909426/
Fig. 3. Number of records for nine databases 1907–2007 (semi logarithmic scale)
ATA Future and education September 2012 JTJ
The rate of growth in scientific publication and the decline in coverage provided by Science
Citation Index
Peder Olesen Larsen1 and Markus von Ins2
Scientometrics. 2010 September; 84(3):
575–603. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2909426/
“... whether the growth rate of scientific publication is declining? The answer is
that traditional scientific publishing, that is publication in peer-reviewed
journals, is still increasing although there are big differences between
fields. There are no indications that the growth rate has decreased in the
last 50 years. At the same time, publication using new channels, for
example conference proceedings, open archives and home pages, is
growing fast.”
“A tentative conclusion is that old, well established disciplines including
mathematics and physics have had slower growth rates than new
disciplines including computer science and engineering sciences but that
the overall growth rate for science still has been at least 4.7% per year.
However, the new publication channels, conference contributions, open
archives and publications available on the net, for example in home pages,
must be taken into account and may change this situation.”
ATA Future and education September 2012 JTJ
Eternal exponetial growth?
From Kristín Vala and Harald Sverdrup
ATA Future and education September 2012 JTJ
Higher education: enrolment in Iceland 1911-1970
450
350
All Icelandic university students in Iceland
and abroad as % of average of 20-24 yr
cohorts
300
250
200
150
Exponential trend. All Icelandic university
students in Iceland and abroad as % of
average of 20-24 yr cohorts based on the
years 1911-1970
100
50
2020
2010
2000
1990
1980
1970
1960
1950
1940
1930
1920
0
1910
Proportion (%) based on one chohort (average 20-24 years)
400
ATA Future and education September 2012 JTJ
Higher education: enrolment in Iceland 1911-1970-2010
450
350
All Icelandic university students in
Iceland and abroad as % of average
of 20-24 yr cohorts
300
250
200
Exponential trend. All Icelandic
university students in Iceland and
abroad as % of average of 20-24 yr
cohorts based on the years 19111970
150
100
Source: Statistics
Iceland
50
2020
2010
2000
1990
1980
1970
1960
1950
1940
1930
1920
0
1910
Proportion (%) based on one chohort (average 20-24 years)
400
ATA Future and education September 2012 JTJ
Expansion of HE systems – The Nordic countries
University students (classified broadly) in the
Nordic countries based on cohorts aged 20-24
500
450
Finland
400
350
Iceland
300
Norway
250
Sweden
200
Denmark
150
100
50
ATA Future and education September 2012 JTJ
2010
2000
1990
1980
1970
1960
1950
1940
1930
1920
0
Expansion of HE systems – Three different systems
University enrollment expressed as a percentage of average cohort size
500
450
USA y = 16e0,034x
400
Japan University students Males and
females corrected for average of 18-22
cohort
350
USA University students Males and
females corrected for average of 20-24
cohort
300
Iceland University students in Iceland and
abroad as % of average of 20-24 yr
cohorts
250
Iceland y = 3e0,0454x
200
Expon. (Japan University students Males
and females corrected for average of 1822 cohort )
Expon. (USA University students Males
and females corrected for average of 2024 cohort)
150
100
Japan y = 3e0,0423x
50
2010
2005
2000
1995
1990
1985
1980
1975
1970
1965
1960
1955
1950
1945
1940
1935
1930
1925
1920
1915
1910
1905
1900
0
ATA Future and education September 2012 JTJ
Expon. (Iceland University students in
Iceland and abroad as % of average of 2024 yr cohorts)
The future, two issues:
second - What changes should we be concerned with?
I will now mention 10 important reasons why we must look to the future,
more proactively than we tend to do?
Each deserves a serious in depth discussion, but here we only have
time just to mention each of them.
Some of these arguments on their own might be deemed to be a
sufficient reason for rethinking; but I think all of them taken together
present a very powerful case for the re-conceptualization of education.
ATA Future and education September 2012 JTJ
So why should we, not be content with small steps forward?
I.
The formal argument. Many statutes (laws) on education,
require the school system to prepare for the future, not just
for to-morrow, but also the day after (even if we don’t exactly
know how).
II.
The ethical dimension. There is a strong indication that social
and ethical issues are (largely neglected) long term goals for
education.
ATA Future and education September 2012 JTJ
So why should we, not be content with small steps forward?
III.
Global or grand challenges are now considered to call for a total rethink
of the funding of research; similarly it calls for a re-evaluation of the
educational system for the same purposes.
See e.g. 2009– Lund declaration ; climate change, food and energy security and the
ageing society; See also“New worlds – new solutions”. See also 2008, Challenging
Europe’s Research: Rationales for the European Research Area (ERA).
IV.
The sustainability issue. The (over)use of the worlds resources and the
general call for a self sustainable local and global economy and culture.
This presents an enormous challenge to the future generations; a host of
problems need to be solved.
Self sustainability, use of resources and energy production see e.g. UNESCO’s
Teaching and Learning for a Sustainable Future.
ATA Future and education September 2012 JTJ
So why should we, not be content with small steps forward?
V.
New knowledge. The fast development of scientific and technological
knowledge calls for a thorough revision of curriculum in a number of fields
but probably more importantly for totally new subjects for study.
We can find fields with doubling time down to 2-5 years but even if it is 10-20 years this is
very fast. This should be taken into account and the redesign of the curriculum should be
considered.
VI.
New technology. Technological development allows for dramatic changes in
a whole spectrum of tasks.
In the computer field the doubling time can be around 1-3 years. All kinds of tools for
designing, communicating, writing, calculating etc. etc. will be used. Many tasks of today
are already obsolete. Assume our students will use these tools; all of them and much
more.
“General-purpose computing capacity grew at an annual rate of 58%. The world's capacity
for bidirectional telecommunication grew at 28% per year, closely followed by the increase
in globally stored information (23%).” Martin Hilbert1* and Priscila López2 2011 Science April 1
http://www.sciencemag.org/content/332/6025/60.full.pdf
ATA Future and education September 2012 JTJ
So why should we, not be content with small steps forward?
VII.
New cultures of connection and communication. The communication
technology similarly calls for important changes.
Whether it is the environment afforded by Web 2.0 or Web 3.0 (semantic web) , 4.0
(symbiotic web) we may anticipate important changes. The recent development of GSM,
tablets etc. underlines that much of the technology the children use today will soon
become obsolete; but some of ours schools still operate as if not even these instruments
are there, as normal tools of their lives. The same applies to other levels of education.
VIII.
Changes in labour markets. Global changes in the labour market, both
cultural and technical within the jobs themselves, but also mobility issues.
Jobs change fast, people move fast within a particular labour market; the situation in
many sectors is already very different from what was the case only 10 years ago.
These changes call for a discussion of the role of the education system, not only to
respond to the employment market but to have a proactive influence. Education
could play an active role rather than the thoroughly passive one it is accustomed to.
ATA Future and education September 2012 JTJ
Staðan tekin
ATA Future and education September 2012 JTJ
So why should we, not be content with small steps forward?
IX.
The demand for new skills for our new economy and culture.
This is a discussion that has got furthest but perhaps has made least headway. Now
there are easily 20, 25 years since this claim started to emerge (forgetting Dewey in
the 1910s). The call was for new or 21st century skills, or key skills or competencies
(European Union). but has not had much success
X.
Substantial research on education, teaching and schooling affords a
lot of suggestions for change to our educational practices.
Thousands of research papers are published on every aspect of educational
practice every year (perhaps 6-10 thousand articles every month). But it is very
unclear what impact it has on education; in fact the channels for the interaction
between the two are not very wide. But a host of suggestions for change exist.
But research should mostly inspire further research, let it not necessarily control all
we do.
ATA Future and education September 2012 JTJ
Skills that probably should play a central role in our curriculum; not a
marginal role as some people think.
• New skills, 21st century skills
•
•
•
http://ec.europa.eu/dgs/education_culture/publ/pdf/ll-learning/keycomp_en.pdf
http://www.p21.org/
http://www3.hi.is/~jtj/greinar/JTJ%20DISCUSSION%20PAPER%20May%2031-2010.pdf
European Framework for Key Competences for Lifelong
Learning, suggests these key areas:
1. Communication in the mother tongue
2. Communication in foreign languages
3. Mathematical competence and basic competences in
science and technology
The Partnership for 21st Century Skills; from the USA
Core Subjects
21st century interdisciplinary themes into core
subjects
Information, Media and Technology Skills
4. Digital competence
Learning and Innovation Skills
5. Learning to learn
Life and Career Skills
6. Social and civic competences
Somtimes put as:
7. Sense of initiative and entrepreneurship
3 Rs Reading, writing, artimetic
8. Cultural awareness and expression
Critical thinking and problem solving, communication,
4 Cs collaboration, and creativity and innovation
ATA Future and education September 2012 JTJ
Education
ATA Future and education September 2012 JTJ
Rethinking education vis-à-vis the future is needed
But what does rethinking education mean, once we get
beyond its most superficial meaning?
ATA Future and education September 2012 JTJ
Creating a Learning Society, - a society of education for the future.
We must probe the aims of education much more aggressively, and
holistically than we normally do and also what the future calls for and
discuss what should and might be changed to respond to the prospects
more proactively than we have done,
in terms of
organization,
methods
content,
values
and the culture of education
ATA Future and education September 2012 JTJ
New world, new
curricular wars
Complete
renewal of the
existing
subjects
New subjects
The fundamental aims of the aims of
The subjects
of the 19th
education must
be constantly
and the 20th centuries
reassessed
New skills and
key
competencies
New tools, new
cultures
ATA Future and education September 2012 JTJ
Creating a Learning Society, - a society of education for the future.
We have now indicated, why a new educational perspective should be
adopted, and some of the reasons why this may amount to a fairly
steep uphill walk.
We must probe the aims of education much more thoroughly than we
normally do. The emphasis should be shifted from curriculum to aims.
We must look into the future with a totally different intent and insight than
we have become accustomed to (note the various Think tanks).
We must also discuss what type of a learning culture we are developing.
We must discuss openly and critically the inertia inherent in the system
and how it moulds it and holds it back.
ATA Future and education September 2012 JTJ
Inertia
Why change is so slow
ATA Future and education September 2012 JTJ
Why inertia? There are a number of important reasons.
We now turn to the more complex but more intriguing plethora of
interacting factors that hold back education, rightly or wrongly; note that I
am certainly not talking about ill-meaning conspiratorial factors, but mostly
implicit genuinely cultural or systemic factors that happen to be in control.
Educational systems evolve notoriously slowly; their history manifests
this very clearly; this applies to their form, operation and content.
Traditions and traditional values and often very strong interests keep
education in the throes of old time (some see this as the role of
education). The traditions are strong and so are the conservative forces
which stem from many sources.
They relate to old or traditional values, old content and old ways of
doing things and not least entrenched interests. Of course some old
values should be cherished, but which?
ATA Future and education September 2012 JTJ
Why inertia? There are a number of important reasons. Reason no. 1
The general discourse is conservative. A conservative discourse and
ideas held by many outside the educational system who naturally control
the course of its development.
I am here referring to the views of many parents and politicians; somewhat
conservative impetus from industry that the education system serve the
economy (yes, but how is that best done ?); teacher education, its content
and organisation – related inter alia to the time since a lot of the teaching
force graduated; conservative ideas proposed by the university as an
institution about the education of young people and generally outdated
notions about content and how new techniques, new content and new
cultures could permeate education. An agent in this would also be some
well established standardised tests, which volunteer to gracefully take the
central stage, marginalising other contenders.
ATA Future and education September 2012 JTJ
Why inertia? There are a number of important reasons. Reason no. 2
The new ideas that are to replace the old, are sometimes woolly or
cloudy, not well moulded and sometimes even vacuous. Some might
even not be very good! They may also be inherently very very difficult to
implement.
This applies inter alia to some new ideas that were proposed during
the 20th century, e.g. applied to discovery or project learning, ideas
fostering creativity, arts or moral values; this also applies to some of the
21st century skills programmes which have been proposed repeatedly for
the last 20-30 years. This will probably also apply to the new basic factors
in the new EC eight key competencies.
ATA Future and education September 2012 JTJ
Why inertia? There are a number of important reasons. Reason no. 3
The current ideas were once good. One reason why the push to
introduce new ideas is somewhat undermined, is that the rationale, the
utility and ambition behind the introduction of the current dominant
ideas, some time ago, were all convincing and credible, even though it
took a long time for them to win their place.
The proponents of some of those ideas may still be operative and still
think the ideas they adopted or fought for or introduced stand the test of
time. This is partly a problem that may be traced to the older (my)
generation but may also influence the judgement of those outstanding
young people who did so well with the content and operations of the
traditional environment.
ATA Future and education September 2012 JTJ
Why inertia? There are a number of important reasons. Reason no. 4
Nothing dramatic happens if we don't exchange new ideas for old
ones. In fact nothing happens ― yet.
Therefore it is somewhat cumbersome to secure the place for new ideas
replacing old well established and tested ones. (It is relatively safe for
the present era not to instigate changes).
The ensuing problems are at least two:
a) Young people are not given the opportunity to engage in a variety of
interesting and valuable things, that new ideas, new skills, new
technologies or new cultures might afford them; but of course they
will survive nevertheless.
b) The necessary pre-emptive and proactive action required by many
of the grand challenges will be undermined.
ATA Future and education September 2012 JTJ
Why inertia? There are a number of important reasons. Reason no. 5
The stronghold of vested interests.
It is especially important for those who want to argue for replacing new
with old that one may seriously threaten a variety of vested interests and
ideals of those who are already there. This may operate at several
levels and perhaps present the most formidable obstacles of all I
mention here.
Here we may also introduce a variety of intra-institutional tensions that
may stifle change.
ATA Future and education September 2012 JTJ
Why inertia? There are a number of important reasons. Reason no. 6
Lack of overview and lack of foresight.
The sixth reason why new ideas don't emerge is that very few people
who are engaged in education have the overview or a wide perspective
over all the different, but pressing reasons for change. Very few have the
responsibility or opportunity to follow the many quite substantial changes
in the social and ethical and technological and cultural environment and
speculate about the possible educational implications. The perspective
we, in the educational arena, have is often very narrow, far too narrow.
Fragmentation of the field of education is one of the most serious
problems of education in general.
ATA Future and education September 2012 JTJ
Why inertia? There are a number of important reasons. Reason no. 7
Standards are conservative. The seventh reason relates to the
metrics or indices that are used to indicate standards. These are
implicitly very conservative, and the higher the stakes the more so.
They are probably normally proposed and defended by those who
have a relatively secure position to defend. They are also well
intentioned and ambitious. Thus this is not meant to criticize their
genuine ambition to retain a high standard. Standards are much more
conservative than most of their proponents realise.
ATA Future and education September 2012 JTJ
Why inertia? There are a number of important reasons. Reason no. 8
Educational leaders (within schools) who could take the initiative are
preoccupied with other things.
The demands and pressure on the school system are steadily on the
increase and thereby the tasks for the leaders at all levels multiply. They
cannot, despite their potential interest, take time to immerse themselves
into the ideas and development required by the complex task of
attending to the future.
ATA Future and education September 2012 JTJ
Why inertia? There are a number of important reasons. Reason no. 9
Educational research does not push towards the future. The tenth
reason relates to the relationship of educational practice to research.
This is an intriguing situation but very frustrating.
On the one hand, enormous amount of potential inspiration from
research does not find its way into education (e.g. 4000 items added to
ERIC every month). There is no venue. That is a major problem.
On the other hand educational research is often preoccupied with
the present. If one gets too preoccupied with research into particular
problems one may get stuck with attempting to solve those without
moving on. Thus the relationship with research is a major problem; it is
an interesting paradox to be dealt with; a paradox because of the high
hopes attached to the inspirational and guiding value of research
concomitant with its potential conservatism.
ATA Future and education September 2012 JTJ
Why inertia? There are a number of important reasons. Reason no. 10
The number of actors is formidable. The purely logistic problem of
implementation is huge.
In 2010 the 0-15 world population was 1850 million, which means that
each cohort was about 115 million. Given that the trend is towards 30
pupils per class that might mean 4 million teachers per cohort, or 50
million teachers for 12 cohorts. Introducing new ideas on a regular
basis is a daunting task; even those that are well received.
In Europe with 20 pupils per class and 15 cohorts the corresponding
numbers would be 720.000 teachers.
ATA Future and education September 2012 JTJ
Why inertia? There are a number of important reasons.
Thus I have presented a number of reasons why a prediction involving
rather modest but gradual development of education is probably
reasonable.
ATA Future and education September 2012 JTJ
Action plan
ATA Future and education September 2012 JTJ
Leadership for change ...
– Global, local, school levels; leadership for change: but
what change? Who decides, on what basis, against
which inertia or opposition?
– Merging vision and pragmatism
• Note Tycak and Cubans, “grammar of schooling”, and their “how
schools change reforms”
– The call for a new infrastructure to enforce the action
ATA Future and education September 2012 JTJ
The new infrastructure ...
• Educational future oriented think tanks should be established,
– see e.g. UNESCO’s Rethinking Education
• Leadership for change should be made an institution
• Teacher education should be reformulated to be characterised
by organized CPD (continuous professional development)
rather than as now, pre-service education + some unsystematic
(but of course not pointless) PD
• CPD should be defined as a central part of the professional
duties of educational staff ; not as a peripheral addendum
• Forging ties between formal and non-formal practices.
ATA Future and education September 2012 JTJ
Areas that need to be clarified
or strengthened
ATA Future and education September 2012 JTJ
Issues that might be considered in the ATA formulation??
C: clarified S: strengthened
C
The new educational aims alongside the old aims:
from where one may proceed to a new curriculum
C
Emphasis on structure and methods vs aims and content
C
How the substantive impact of future thinking might be operationalized
S
Authenticity from the students standpoint should be a major concern
C
The leadership “incomplete” addressed
S
The system of proactive CPD is somewhat amorphous
S
The inertial forces impeding change are underestimated
C
The reasons why we want to attend to all students need to be
explicated or expanded
ATA Future and education September 2012 JTJ
International Monetary Fund
Finance & Development, September 2011, Vol. 48, No. 3
Andrew G. Berg and Jonathan D. Ostry
“Do societies inevitably face
an invidious choice between
efficient production and
equitable wealth and income
distribution? Are social
justice and social product at
war with one another?
In a word, no.”
“That experience brought
home the fact that
sustainable economic reform
is possible only when its
benefits are widely shared. “
ATA Future and education September 2012 JTJ
2012 International summit on the teaching profession
http://www.oecd.org/site/0,3407,en_21571361_49816319_1_1_1_1_1,00.html
Profession, the teacher as a professional; there is no way a powerful system
functions well without emphasising this.
System approach; the education of young people coupled with initial and inservice education, constant innovation and reform must be seen as an integrated
system.
21st century competencies are now increasingly being recognised; thus we must
also make sure that we don't only measure what we can but also what we value.
Partnership between stakeholders, the different stakeholders must pull in the
same direction, but not be at constant odds with each other; then the system
cannot work.
The Nordic countries put special emphasise on early childhood education.
ATA Future and education September 2012 JTJ
Preferred Futuring I
The dimensions of the discussion
What is the centre and will it hold? Considering issues such as:
• 1. Public goods and private interests
• 2. Being a citizen and being a consumer
• 3. Social justice and market forces
• 4. Cooperation and competition
• 5. Corporate economies and mixed economies
Implications for the ATA in a global context across three
horizons of change (In the next year? The next 3–5 years? The
next 10 years?)
ATA Future and education September 2012 JTJ
Thank you very much
Kærar þakkir
ATA Future and education September 2012 JTJ