The end of schooling , the beginning of LEARNING

The standard script of schooling…… Standards driven story….. Merits: Goals are clear as are the means to achieve them Fields of play and players are fairly contained in a reasonably controlled environment – schools and teachers If we get more children into better run schools longer – better results

..but does the script makes sense when…. global reality characterized by rapid social, economic and technological changes require that local economies frequently innovate – combine and recombine ideas, skills and resources premium on social and cognitive skills to work together flexibly and creatively

..but does the script makes sense when…. easy access of information from many sources: pervasiveness of the web and mobile phones young people want to participate in creating information and ideas not mere spectators engaged actively in social networks multi – user online games: encourage lateral peer-to-peer collaboration

..the current script rewards.. teachers who can teach children to get through national test…good test results / professional exams have become an end in themselves performance in standardized exams is not simply a measure of achievement but the system’s goal

do we have to follow the script when….. more and more boys are dropping out of school than girls…despite the emphasis on increasing test scores…. they drop out not primarily because of poverty but because they are bored in school pervasiveness of information and communication technology access to information / sources of knowledge anywhere, anyhow, anytime

do we have to follow the script when….. ………an education system designed to impart a fixed body of knowledge and skills from the top down seems hopelessly slow, controlled and cumbersome for a world in which information is emerging the whole time on the Web.

do we have to follow the script when….. ………children can teach themselves skills with minimal direct intervention from a “teacher”

do we have to follow the script when….. ………cognitive science tells us that kids learn in different ways

Why not revise…change the script where… creativity is given equal importance as numeracy and literacy Pedagogy of “constructionism” 21st century economy is the competition to attract creative talents: Five categories of work in the 21st century Expert thinking: require creativity and expert problem solving: designing new products, diagnosing illnesses, creating new dishes from fresh ingredients Complex communication: high paying jobs in design, innovation, motivation or management of others that require face to face interaction

Why not revise…change the script where… creativity is given equal importance as numeracy and literacy 21st century economy is the competition to attract creative talents: Five categories of work in the 21st century Routine cognitive tasks: routine cognitive tasks that follow well defined logical rules such as work in call centers, data processing center and other routine aspects of software coding – highly vulnerable to outsourcing Routine manual tasks: physical labor jobs that follow defined rules – assembly line work. Has rapidly declined due to automation and outsourcing

Why not revise…change the script where… creativity is given equal importance as numeracy and literacy 21st century economy is the competition to attract creative talents: Five categories of work in the 21st century Non-routine manual task: physical labor that is difficult to automate – require “optical recognition” and “fine muscle control” Frank Levy and Richard Murnane – quoted from “Flight of the Creative Class” – Richard Florida

Why not revise…change the script where… learning spaces are designed in an open classroom environment to accommodate different learning styles curriculum designed around themes, projects or real life problems that provides platform for collaborative, creative construction of knowledge digital Personal Learning Assistant that embeds a portfolio of works – portfolio management is given equal importance as performance in standardized tests

Why not revise…change the script where… a network of learning communities to support various relationships that impact learning Teaching…LEARNING HOW TO LEARN

Why not revise…change the script where… teachers are architects and managers of learning environments rather than purveyors of information and content

The script will change… PLACE for learning – providing more opportunities to learn in the community SPACES where it happens – redesigning classrooms and entire schools to become centre social approaches to learning TIME when learning happens – allowing for shorter or longer period as required by the learning experience – project based / problem based learning PACE at which learning happens – provide space / opportunities for both slow and fast learners to address their learning needs in non-threatening / non-discriminatory environment STYLES of Learning: full spectrum – instruction and direct learning to more independent and enquiry-led learning TECHNOLOGIES for Learning: platform to access virtual learning environment, expand and support relationships beyond the school that supports learning

Do our kids need to go to school six hours a day, five to six days a week to get educated in the 21st Century?