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  • Towards Learner- Centered Lifelong Learning

    Results  of     Global  Educa0on  Futures  California     1-­‐3  April  2015,  Menlo  Park,  CA,  USA  

  • 2  

    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  

    3  

  • 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  

    4  

  • PART  1:  PRECURSORS  TO     LIFELONG  LEARNER-­‐CENTERED  EDUCATION  

    5  

  • 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

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