The Future of Education and Skills

Students who are best prepared for the future are change agents. ~ Education 2030 (OECD, 2018)

During the last two years at Camberwell Girls, we have been actively engaged in discussions about preparing young people for their future in a rapidly changing world.  We have drawn heavily upon the five New Work Order research reports produced by the Foundation for Young Australians that analyze how disruptions to the world of work through automation, globalization and increasing flexible work conditions has significant implications for young Australians.

Education has a vital role in equipping young people with the competencies that they need to shape their own future and make meaningful contributions as a global citizen in a world.  In a world where we are confronted with significant global challenges (and significant opportunities), our educational goals need to be broader as we support young people in becoming problem solvers who care about themselves and their family, their community and the planet.

In recognizing the imperative to assist schools and educational systems to prepare students for a rapidly changing world and the challenges this presents, the Organisation for Economic Co-operation and Development (OECD) has initiated a project titled Education 2030: The Future of Education and Skills to help countries find the answers to the following two questions:

  1. What knowledge, skills, attitudes and values will today’s students need to shape and thrive in their world in 2030?
  2. How can instructional systems develop these knowledge, skills, attitudes and values effectively?

The significance of 2030 is that it is when the 2018 Foundation students (students commencing formal schooling) will be in Year 12.

The Education 2030 project has documented in their position paper input from educational leaders across the world to build a framework that will be finalized by the end of this year.  During 2019 work will be focused on translating the framework into designing teaching and assessment components that can be used in schools globally.

The current framework examines the competencies of

  • – Knowledge
  • – Skills
  • – Attitudes and values, through a lens of action.

It is no longer enough to just provide our students with these competencies, they must be ‘change agents’, applying them to new situations or circumstances that are evolving.

In preparing for the future and engaging the world, an additional three competencies, known as transformative competencies have been identified that will enable students to navigate uncertainty across a range of factors.  These transformative competencies can be learned and are

  • Creating new value
    Thinking creatively, developing new products, jobs, ways of thinking, social models etc. This type of innovation is usually done in collaboration with others, and drawing on existing knowledge to create new knowledge. It also enabled by the dispositions of adaptability, creativity, curiosity and open mindedness.
  • Reconciling tensions and dilemmas
    In recognizing that our world is characterized by inequalities, we need to become more proficient at managing tensions and dilemmas by thinking in a more integrated or systematic way to recognize interconnectedness and think from long and short-term perspectives.
  • Taking responsibility
    Developing a sense of responsibility, moral and intellectual maturity is essential when problem solving in considering the consequences of actions (individual and group) when assessing risks and accepting accountability.  The concept of self-regulation is important in the development of this competency and includes, self-control, self efficacy, responsibility and adaptability.

At Camberwell Girls, our work has been very much aligned to the development of this OECD framework.  Our curriculum design has been addressing the development of the core competencies of knowledge, skills, attitudes and values to ensure that there are opportunities for students to apply their learning to new contexts and to real world situations.  In addition many programs have been incorporating the new transformative competencies, not only in key programs like Girls Invent, but also through our curriculum design.  Our work on our Service Learning Framework  (CamNews 21 April 2017) that informs our curricular and co-curricular service learning program initiatives as well as our new Wellbeing Framework (to be shared in CamNews in Term 2), we are also enabling our students to consider issues from diverse perspectives and examine dilemmas such as balancing equity and freedom, innovation and continuity and building capacity to consider the consequences of actions and to self-regulate.

This is also the Learning that Matters, the initiatives that at are developing as a part of our work with The Harvard Graduate School of Education and Independent Schools Victoria.  It is the high quality work that is designed with the principles of rigour and complexity, is well crafted and enables the student to transfer their learning to new situations.

The Learning that Matters at Camberwell girls is the learning that engages the hearts and minds of our students, enabling them to achieve the academic standards required for future pathways and prepares them as change agents in this world.

With best wishes,
Debbie Dunwoody

Education 2030: The Future of Education and Skills