towards learner- centered lifelong lear learner-centereآ towards learner-centered lifelong...
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Towards Learner- Centered Lifelong Learning
Results of Global Educa0on Futures California 1-‐3 April 2015, Menlo Park, CA, USA
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Key statement that led to GEF California Forum
An0cipated transi0on from ‘factory systems’ to learner-‐ centered communi0es that support ‘lifelong learning
everywhere all the 0me’ is the biggest challenge ever in the history of educa0on.
Many progressive global players already invest into this
transi0on, including major technology companies, governments of OECD countries, venture capitalists and
interna0onal social movements
Our ques0on is: what are the produc0ve strategies of different players that support & enhance this scenario?
Towards learner-‐ centered lifelong learning
We explore main changes in educa0on driven by technological innova0ons, major social & economic transforma0ons, changes in demand for skills, and rise of personal & collec0ve educa0onal formats that meet needs of learners in 21st century
From ‘knowns’ to ‘unknowns’
This Forum is a collec0ve explora0on, a learning lab It is not to seek expert opinion but to co-‐create Our main outcomes are: • Shared vision for the future of global educa0on,
and • Projects of systemic innova0on inspired by
collec0ve vision
GEF California: Main Subject & Expected Outcomes
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GEF California Forum: 3 days of intense work
Ca. 100 par0cipants from 15 countries (over three days), including representa0ves of think-‐and-‐do tanks in systemic educa0onal innova0on, policy advisors and visionaries, and ca. 40 leaders of online learning pla\orms & projects*
Mixed Russian-‐American team of facilitators that used innova0ve methods of collec0ve crea0ve work (Rapid Foresight methodology)
Forum conducted in collabora0on with Global Technology Symposium, a leading venture capital event of the Silicon Valley (over 400 par0cipants in 2015)
4 ‘maps of the future’ and 5 GEF project ini0a0ves * See details in Appendix
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PART 1: PRECURSORS TO LIFELONG LEARNER-‐CENTERED EDUCATION
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Industrial society / economy
Knowledge based economy
Wisdom based society
SocieQes in transiQon
1. The main challenges and existen0al threats of modern civiliza0on are endogenous to the society. The bobleneck of civiliza0onal development is the ability of governing structures (including culture & domina0ng thinking models) to process the accelerated increase of social / technological / environmental complexity
2. Knowledge based economy, shicing aben0on from mass manufacturing of material goods to mass produc0on of knowledge, does not resolve the ‘ills’ of industrial society, including the imbalance between the society & nature. In order to cope with future challenges, it is necessary to transit to wisdom based society, where wisdom (as “fundamental pragma0cs of life” (Baltes, Staudinger, 2000)) drives decision-‐ making of individuals and collec0ves.
Economies directly based on the produc0on, distribu0on and use of knowledge and informa0on (OECD, 1996)
Society based on (collec0ve) wisdom for common good, alongside with new models of produc0on & sharing
Economy and society dominated by mass-‐ produc0on manufacturing based on intensifying division of labor
Source: GEF analysis (based on GEF Advisory Board mee0ng, October 2014) 6
‘New’ educaQon rises within and outside tradiQonal educaQon system in response to growing demand from transforming socieQes
Educa0on spills out of tradi0onal ins0tu0ons and leads to the rise of ‘new’ (network-‐based)
educa0on
Increasing complexity of socio-‐technical systems
(incl. VUCA* environments) redefines demand for new skills &
knowledge
Low flexibility of exis0ng ins0tu0ons Lack of epistemology required to cope with 21st century challenges
Technological enablers: • Mobility & connec0vity • Automa0on (Big Data /
AI / etc.)
Source: GEF analysis 7 * VUCA = vola0lity, uncertainty, complexity, and ambiguity
What happens to skills & knowledge required in increasingly complex socie0es: • Lifecycle of specific skill / knowledge shortens, hence it becomes less important
than the ability to learn / relearn / unlearn • Knowledge becomes situated and collec0vely constructed, thus specific skills
become less relevant than meta-‐skills necessary to construct knowledge, including communica0on, crea0vity, diversity of thinking styles etc.
• Abili0es for self-‐guided ac0on become more important than abili0es to follow externally guided ac0on (hence we an0cipate a genera0on of Self Guided Learners that will use tools of ‘new’ educa0on)
What happens to systems that transfer skills & knowledge: • Shic from ‘educa0on as prepara0on for life’ to ‘lifelong con0nuous educa0on’ • Shic from educa0on within a specific ins0tu0on (school / university) to
‘distributed’ educa0on within an ecosystem
What growth of complexity may imply for systems that transfer skills & knowledge
Source: GEF analysis (based on GEF Advisory Board mee0ng, October 2014) 8
Rise of global educa0onal providers: • (primarily) Global online
learning pla\orms • Global social movements • Global technological
corpora0ons • Leading world
universi0es
Emergence of Global EducaQonal Ecosystem
Con0nuous globaliza0on: • Recogni0on of global risks:
existen0al, environmental, economical & poli0cal
• Globaliza0on of economic, poli0cal & cultural life
• Emerging systems of supra-‐ na0onal governance
• Growing share of global content in media & daily life
Rise of global educa0onal ecosystem
Gradually declining role of
na0onal educa0onal governance
Source: GEF analysis (based on GEF Advisory Board mee0ng, October 2014) 9
‘More of the same’: increasing economic efficiency / produc0vity / compe00veness in 21 century
Key discussions: educ