imperatives for change
Future of Learning Introduction
Building a High-Quality Teaching Profession. Lessons from around the World
This report presents the best current evidence about what can make teacher-oriented reforms effective and points to examples of reforms that have produced specific results, show promise or illustrate imaginative ways of implementing change. Its four chapters cover recruitment and initial preparation of teachers; teacher development, support, careers and employment conditions; teacher evaluation and compensation; and teacher engagement in education reform.
Recipes for Systemic Change
This book explores the Helsinki Design Lab Studio Model, a unique way of bringing together the right people, a carefully framed problem, a supportive place, and an open-ended process to craft an integrated vision and sketch the pathway towards strategic improvement. It's particularly geared towards problems that have no single owner.
State of World Population 2011: People and Possibilities in a World of 7 Billion
With planning and the right investments in people now—to empower them to make choices that are not only good for themselves, but also for our global commons—our world of 7 billion can have thriving sustainable cities, productive labour forces that fuel economies, and youth populations that contribute to the well-being of their societies. Young people hold the key to the future, with the potential to transform the global political landscape and to propel economies through their creativity and capacities for innovation. But the opportunity to realize youth’s great potential must be seized now.
The Future of Learning: Preparing for Change
This report aims to identify, understand and visualise major changes to learning in the future. It developed a descriptive vision of the future, based on existing trends and drivers, and a normative vision outlining how future learning opportunities should be developed to contribute to social cohesion, socio-economic inclusion and economic growth.
The overall vision is that personalisation, collaboration and informalisation (informal learning) are at the core of learning in the future. These terms are not new in education and training but will have to become the central guiding principle for organising learning and teaching in the future.
The central learning paradigm is thereby characterised by lifelong and life-wide learning, shaped by the ubiquity of Information and Communication Technologies (ICT). At the same time, due to fast advances in technology and structural changes to European labour markets that are related to demographic change, globalisation and immigration, generic and transversal skills become more important, which support citizens in becoming lifelong learners who flexibly respond to change, are able to pro-actively develop their competences and thrive in collaborative learning and working environments.
Many of the changes depicted have been foreseen for some time but they now come together in such a way that is becomes urgent and pressing for policymakers to consider them and to propose and implement a fundamental shift in the learning paradigm for the 21st century digital world and economy. To reach the goals of personalised, collaborative and informalised learning, holistic changes need to be made (curricula, pedagogies, assessment, leadership, teacher training, etc.) and mechanisms need to be put in place which make flexible and targeted lifelong learning a reality and support the recognition of informally acquired skills.
Los desafíos de las TIC para el cambio educativo
Este libro ofrece distintas reflexiones y puntos de vista sobre el papel que desempeñan las nuevas tecnologías, y profundiza en el debate sobre el sentido educativo de las TIC
RSA - 21st century enlightenment
The RSA: an enlightenment organisation committed to finding innovative practical solutions to today’s social challenges. Through its ideas, research and 27,000-strong Fellowship it seeks to understand and enhance human capability so we can close the gap between today’s reality and people’s hopes for a better world.
Vision for learning in Europe in 2025
The result of this work has been condensed in “imperatives for change”, a list of actions that should be taken in all the four areas tackled by the project plus some general transversal imperatives. These imperatives can be summarised in the following Learnovation Vision for European learning in 2025: “Being a lifelong learner becomes a condition of life. Thanks to their massive and natural use in everyday life, technologies acquire an emancipating power on people opportunity and ability to learn, favouring a spontaneous tendency towards meta-cognition and ownership of their learning process”.
The article aims to envision the future of learning in an innovation-oriented perspective and provide a set of recommendations for policy and decision-makers on urgent actions to be launched for a positive change to happen. The consultation process launched by the Learnovation project proved to be successful in mobilising stakeholders and getting their input to elaborate future desired scenarios of evolution of learning and in defining recommendations to let such scenarios come true.