- How can we prepare students for jobs that have not yet been created, to tackle societal challenges that we can’t yet imagine, and to use technologies that have not yet been invented?
- How can we equip them to thrive in an interconnected world where they need to understand and appreciate different perspectives and world views, interact respectfully with others, and take responsible action towards sustainability and collective well-being?
OECD (2019) OECD Future of Education and Skills 2030 project: About, http://www.oecd.org/education/2030-project/about/
The Fourth Industrial Revolution
We know that our world is experiencing change at a rapid pace. It is imperative that our education system anticipates the changes of the future and prepares students, not only to thrive in these new spaces, but also to have the knowledge and tools and ethics to shape the future.
The following diagram illustrates what many refer to as the four industrial revolutions. For more information about the four industrial revolutions, refer to the Institute of Entrepreneurship Development’s blog post ( 30 June, 2019), written by Katerina Pouspourika,
https://ied.eu/project-updates/the-4-industrial-revolutions/
Each industrial revolution created jobs and obliterated jobs. Machines replaced some jobs, but they also spurred on new jobs, such as machine operators, technicians, and inventors or creators. We know that the lower skilled occupations are at greater risk of automation. This means that workers who are already earning a lower income than their higher skilled counterparts will be disproportionally affected by the acceleration of technological innovation, cloud-based computing, big data, and automation.
The Evolution of the Education System
The three-minute video below provides a summary of the industrial growth that has occurred over the last three centuries and it highlights the ethical and social forces that are characterizing the 21st century. Then, the video shows how the education system has tried to stay in step with the wider industrial and social changes shaping society.
The education system needs to prepare all people for the jobs of the future. If a demographic group is left behind, then the education system has failed.
In 2015, the OECD launched the OECD Future of Education and Skills 2030 project, with its aim “to help countries reflect on and explore the long-term challenges facing education. As part of this process, the project identifies the competencies (knowledge, skills, attitudes and values) today’s students need to thrive in and shape their world towards a better future in 2030 and beyond.”
Refer to Frequently Asked Questions: http://www.oecd.org/education/2030-project/about/
During Phase I of the project, OECD, in collaboration with policy makers, academics, school officials, teachers, students and other stakeholders from around the world, produced the Learning Compass framework. I have included a screenshot of the framework below, but this site contains an interactive version of the framework. You can click on the labels in the diagram to learn more about each component.
When it functions like a compass, the education system empowers students; it gives students agency. The OECD Learning Compass 2030: A Series of Concept Notes defines student agency as “the capacity to set a goal, reflect and act responsibly to effect change. It is about acting rather than being acted upon; shaping rather than being shaped; and making responsible decisions and choices rather than accepting those determined by others”
OECD (2019), OECD Learning Compass 2030: A Series of Concept Notes, http://www.oecd.org/education/2030-project/contact/OECD_Learning_Compass_2030_Concept_Note_Series.pdf
Why do I care about the OECD Future of Education and Skills 2030?
The OECD project leaders are conducting an extensive analysis of international curricula, including an in-depth analysis of math and health/physical curricula. We can leverage their research to identify best practices for effective curriculum design and implementation.
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