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Social: Understanding not only our own context but the world around us. A focus on changing children's understanding about mental health is important: sharing our ideas, thoughts and not being afraid of health changes. To do this, schools need to become more diverse and inclusive for all.

Technology: With the use of technology becoming more advanced, schools need to be more advanced in the resources they have and how they use them purposefully. Using technology more purposefully will allow learners to develop skills needed for future jobs and learning environments.

Economic: Through technological changes, we enhance economic concerns by developing future skills needed for the changing world and upcoming jobs through technology. To keep up with these demands, though, schools need to know what sustainable goals are to work towards. I believe that schools need to be more focused on the Sustainable Development Goals and change education to work towards global goals to prepare learners of the future.

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Some brief ideas

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1. Education policy and curriculum stipulated by central government, often informed by ideological and old-fashioned views and often not based on evidence and informed by education professionals themselves. Constantly-changing policies fed by soundbites rarely lead to any impactful, positive change.
2. Standardisation and expecting all children to conform to the same ideal. Education should become more person-centred and enable people to find their strengths and passions as an individual. It needs to be designed so that everybody can succeed, not just those that fit the mould.
3. Teacher training should be more rigorous and involve a wider consideration of education in general and greater training on specifics, with more opportunities and time for teachers to engage in CPD throughout their careers. Education professionals who are better informed would also be likely to be more forward-looking and help to drive the change that is needed within the system.

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1. The lack of teaching students in how to learn. There was never any interest in teaching the various methods, trick, or learning hacks to help students in how to organise their thoughts, how to memorize concepts, or even the manner in which notes should be organised to provide the best basis for their development. A greater focus on providing the tools needed to identify their learning styles, and to take advantage of those styles in the classroom, and in their own private study time.
2. The focus on rote learning and strict  memorization of subject material. The lack of allowance for alternative viewpoints which forced students to narrow their focus towards very limited approved perspectives. The push of conformity in opinions, and thought processes.
3. The limits on set subjects that stand apart from each other, and there being no crossover between them. The lack of exposing students to a wide variety of options for their future development, ultimately leading towards their careers after school. Instead, students were required to chose from very narrow choices, without any comprehension as to how they might affect them later. There was rarely any subject matter that stayed relevant after high school graduation. Such a waste of time.

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1. The imbalance of educational resource in different areas. Now, in most of the provinces, the schools are divided according to the living address. Only students living in the certain places can go into the schools there. Experienced teachers are in these schools, too.  It leads to the high price of these apartments nearby which leading to students in rural areas hard to get better education.
2. The score system. Although the quality education policy has been carried out for over 30 years, how students are educated in school is different from what is expected. The textbooks are quite easy, but the entrance exams are quite hard. As a result, apart from the long study hours at school (usually from 7:30 to 5:30 in primary school), students have to  study in other educational organizations after school. When they enter middle school or high school, students will have much more studying pressure to prepare for higher education. However, actually, the knowledge they studied before will not help a lot for their future studies.
3. The imbalance between the entrance exam and the graduation thesis at university. In 2022, the acceptance rates for the first-class universities are below 50%, in some poor provinces even below 15%. It’s very hard for students to enter good universities. However, once they enter the university, it’s easy for every one to successfully graduate in four years. Teachers are not strict, the school rules are not strict, and there’s no harsh punishment if they do not perform well in their studies. This leads to many students lack of knowledge and skills of their major and hard to find a good job or goal when they graduate.

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1.       The journey through education and support of children with SEND. Sir Ken Robinson’s comments on critical thinking are reminiscent of the abilities of some neurodivergent children. Whilst they have the intelligence and ability to think in vastly creative and complex ways, these often don’t fit with the curriculum and assessments in mainstream schooling. Support given is often focused on children achieving the average level of success in assessments, rather than allowing them to realise their full potential to learn and achieve. It is also generally given to those who are not able to succeed in the current school format, rather than those who have the potential to achieve more.

2.       The overall end-goals of education, particularly primary (ages 4-11), and their relevance in a modern world. It seems that many of the aims of primary education are rooted in historical models. For example, children are expected to learn to write in joined up, cursive writing. The rise of technology means that the average adult in the UK has fewer and fewer circumstances in which they need to write by hand, and none come to mind which require formal cursive writing. Whilst there are additional benefits to children spending time on handwriting (such as fine motor skills), there is an argument that they would be better served by working to attain a legible, economical writing style alongside working on typing and technological literacy skills.

3.       A focus on skills over knowledge. Historically, it has been important for children and adults to be able to recall certain pieces of knowledge, due to limited access to information and the lack of portability of a full library. However, in the modern age, when most individuals have the potential to access the entire internet in their pocket, the ability to recall knowledge becomes vastly less important. We cannot be sure of how the world will work when the children of today are adults, however we can equip them with the skills to navigate whatever may come their way: curiosity, problem solving, discerning the validity of information, resilience and communication, to name a few. These can be, and are, taught through the medium of traditional academic subjects, but the method of teaching and assessment may need adjustment.
[Anna Mullens]

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UK- Three badly needed changes in secondary education

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UK- Three badly needed changes in secondary education

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1. The curriculum needs to be reformed to genuinely suit the individual needs of learners within each school. There is much made of 'Managed Individual Pathways' but these are simply versions of the homogenized assessment system of terminal exams. The curriculum has to suit the needs of the society of the future in terms of social structures, human resourcing, employment and standards of living, of which the latter increasingly features aspects of mental health.

2. The secondary curriculum still doesn't allow people to find their niche. Literacy and numeracy should remain important, underpinned in each subject, and be complimented by an enhanced social education program. All other subject areas should be designed to allow students to engage in what interests them, leading to an end of phase pathway that has genuine potential for their future. In the lower years of primary school, children aged between 4 and 6 years often have 'free time' in the afternoon. My daughter's school call this MOOL time (My Own Optional Learning) in which they can essentially do whatever takes their fancy as long as it is within the confines of the classroom (indoor or out) and that it adheres to school rules. Staff supervise but more importantly engage with the children by asking them what they are doing and reporting on it by logging work in a book, either as written work, drawn work or a picture of something else that will not fit into a book. This is something that upper primary and all of secondary schools could easily adapt.
3. The old, two tier idea of 'academic' students Vs 'non-academic' students remains in may secondary schools, largely because teachers are under constant pressure to 'get results' and to 'show progress'. As a result, those students who struggle in core subjects such as Maths and English are permanently marked (often by standardized data) and categorised, often leading to their genuine natural talents being overlooked.

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Change the paradigm aka. our patterns of thinking!

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What needs to change?

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(Majority of points are relevant globally however)

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What needs to change for education to be fit for purpose

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PH

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Philippines
Assessment methods should be modified to fit the needs of today's learners.

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the UK

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1.Education is accessible to all
2.To be more creative, not only focused on individual subjects but to give a broader knowledge of global issues
3.To stimulate how we deal with problems

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Environment
The reason we need  changes are because we need to ensure the students of the future are more aware of technology but also what can harm the environment, they must be more fully aware of the consequences of products, knowing about the importance of sustainability to provide a more fair and prosperous community.
Likewise, widening the curriculum to involve other cultures would widen student knowledge, they will be prepared for countries thy move to work in and maybe look at aiding in the development of that said country; Students learn about our past history but are unaware of how some countries are still in that process
Demographic
Increasing the learning of foreign languages will enable them to  open their working field with the communication of wider spoken language
Technology
we need to move with the times and teachers need to have more training and equipment to ensure they can teach their subjects creatively, the population today uses technology, subjects demonstrating these techniques will generate a wider appeal but also prepare students with experience value for a future.
What must be changed?
The Government's spending on education- we must maintain the manual working skills but include technology to fit our new generations, increase technological skills but keep their manual levels.
Teachers need to be trained in the new equipment so they can also progress and not be lost in the new technology, Technology changes every two years or progression is made, our curriculum must also match this, school must keep up with the times, but it is only the Government who can help this. Globally, this will be difficult but if we are conscious of sustainability and the rights of other humans then life should also progress further for all.

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When we talk about technology, we do have to think of internet availability in the country. Learners should all have internet access to get involved in the change.
Another point is to work on multicultural knowledge where we equip learners to start proving their skills and competencies in any society even with a new culture.
Raising environmental awareness is a good aspect to work on for a good change. Learners should believe that learning in a healthy environment and working on having a healthy environment will lead to healthy learning with successful life outcomes...

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UK

1. SEN funding including resources for children's mental health and well-being.  Raising self-belief in children.
More emphasis, resources and training for the computing curriculum and widespread access for all to technology..
More MFL teaching with specialist teaching from the younger years in primary schools.
Less rote learning and standardised tests.  Fostering a love of learning whilst teaching children to be resilient, independent learners appropriate to the culture in which they live.
2. How we manage water so the growing population can all benefit.
3.

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I have thought about it holistically rather than only for the UK.

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What needs to change?

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Farnborough UK

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1. increase in gov funding for schools and education
2. SEN area better funded inc chn's mental health and wellbeing esp in current crisis
3. computing curriculum + information tech-influenced education heavily resourced and funded by gov

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Week one- what needs to change?

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1,  The curriculum needs to be modernised allowing for the teaching of what is considered 'less academic' subjects. More practical teaching.

2, Technology needs to be ore readily available in schools. If we are heading for a more automated society we need to ensure that we have a talented and proficient generation to utilise.

3, More needs to be done on a global scale. Education being made a right is fantastic but countries need to ensure this is being followed. With global sanctions when this is not adhered to.

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The changes in technological advancements, skills required, demographic make up. All require our learners to be adaptable. Gone are the days when students leave school and embark on a lifelong careers, to prepare our students we need to instil a love of learning, to engage them in independence, upskilling themselves and preparing for change

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What needs to change and unanswered questions.

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What needs to change and unanswered questions.

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UK

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Problem solving should be introduced as a subject, how to respond to global issues, debates and thinking of world ideas.
Parenting and nurturing should also be on curriculum, how to manage mental health, stress etc - this should be an explicit lesson
Getting pupils to understand why and what they are learning and contributing to the design of their own curriculum
Children should be able to research and study by themselves with limited support from teachers, and instead teachers should be facilitators rather than just bestowing their own knowledge for regurgitation in tests
Tests are not working and are the cause of tremendous stress for children they should be replaced by observations and participational reports

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What needs to change

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UK Education - What needs to change-mind map

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UK Education - What needs to change-mind map

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Global Education

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The future of education: What needs to change?

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1) We must adapt to the impact of technology - how can we use this effectively in school? How can we avoid relying too heavily on technology? How can technology impact the purpose and structure of our education system?
2) We must change the structure and purpose of our education system to be more focused on developing well rounded individuals. There must be more of a focus on the mind and body.
3) Global issues/demographic factors: adapting to the increasingly globalised world necessitates a larger focus on languages, cultures, religions, communication and so on.

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Education Issues - what we need to change (UK - Scotland)

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Education Issues - what we need to change (UK - Scotland)

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If education is a by-product of the economic model we live in, then should our modern education reflect the globalised economy we live in. Can technology enhance international interactions in education, and help teach global initiatives/ skills?

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Changes in Northern Ireland FE Education

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Changes in Northern Ireland FE Education

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Changes in Northern Ireland FE Education

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We need to change:
- Contents we aret teaching our kids: What do children really need to learn to success in their future life?
- The way we work: Is it really necessary to assess cognitive cappacities of the kids? Do we really need to grade their activities individually?
- We need to have in mind the future changes we are going to face also in order to change our goals.

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1.With the increasing displacement of hundreds of thousands of people through war, poverty and climate change, educational systems will have to become more robust and flexible at dealing with migratory children. As seen with the war in Syria, and the subsequent mass movement of people, most European countries showed themselves completely unprepared or unwilling to meet the educational needs of children that were moving across the continent. More outreach teams may well be needed in the future to attend refugee camps.

2. Scrapping of standardised testing in primary schools. There should be a greater emphasis on collaboration and school community. If children must be tested, then it should be on their ability to work together and problem solve as a group. Too many children leave primary schools believing they are failures.

3. Prepare children for the changing environment and the changing economy that will come with it. We must educate the next generation on global warming and the probable implications that this will have on them. Also, young people will need a different range of skills in the lower CO2 market.

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Looking Globally - The future of education 

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Looking Globally - The future of education 

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What needs to change?

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Looking Globally The future of education Module What Needs To Change Mindmap PDF

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1) Teaching to standardisation. Standardised teaching appears to have created a huge emphasis on the core skills of Reading, Writing and Maths. The pressure to achieve certain outcomes in data have resulted in a (often unintentional) ‘teaching to test’ framework of the curriculum. Therefore, supporting a learner’s academic ability but potentially limiting wider skills development.

2) Aims within education. The value given to nurturing an engaging, creative environment often does not seems to match the value given to data particularly within Senior Leadership Teams who have pressures placed upon them to achieve particular results rather than considering a holistic approach that may be most fruitful to their learner’s development. It could be said that developing a love of learning in children will counteract the now apparent ‘limited purpose’ of going to school that Sir Ken Robinson discusses, considering that economic circumstances have changed and a degree is no longer recognised as immediate employment (Sir Ken, 2010). Is a compulsory education primarily focused on academic ability going to ensure every learner reaches their full potential? Support and funding into creative, engaging lessons (using common resources such as the outdoors or technology) that develop motivation, self-regulation and a love of learning may encourage a learner’s full potential further.

3) Education mimicking the ‘image of industrialisation’ (Sir Ken Robinson, 2010). Learners treated as though in a ‘factory line’ of a product, tested against a pre-proposed ‘success criteria’ and passed through ‘quality control’ to be branded by a label of working toward, working at or greater depth, such label staying with them for the continuation of their educational path. With these images in mind, it does not create a certainty that a love of learning is fostered and nurtured in educational settings. Placing limited value on developing a child as a learner, developing their interests and fostering these, considering the vocational and practical skills required for learners to profit and flourish as a happy, productive member of society (Dewey, 1934).

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Changes to Education

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Changes to Education

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Mind Map of what needs to change in education in the UK. UK, England, Cornwall.

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Mind Map of what needs to change in education in the UK. UK, England, Cornwall.

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Hi, I also can't see my post anymore....

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Hi, I also can't see my post anymore....

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Lynette Zeller, EE830
Post was about the system in Switzerland

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Are you removing posts here and combining them? I cannot find mine and am concerned about my record of interaction! Hannah Johns EE830

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Following week 1

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UK London - Mind Map: What needs to change?

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UK London - Mind Map: What needs to change?

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Change:

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1) Skills and understanding should be seen as important, it means as they grow they are able to do numerous different jobs and also communicate with individuals on a global level. Computing/ICT is now seen as a requirement as colleges and also jobs use them.
2) Even though the salaries are low the teachers rely on the money. By not receiving the money they lose the hope to be able to provide for their families, this can affect their jobs significantly as the school children can pick up on their attitude and will not want to bother with their learning.
3) Children who miss out on education can miss out on numerous things such as friendships and social interaction. Even a small form of education means that they will have the basic skills to be able to go and get good jobs within the future. By working they are able to provide an extra income to be able to support the family.

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What needs to change in education UK Wales.JPG

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What needs to change in the 21st century education.

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What needs to change in 21st Century education?

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Activity 7. What needs to change in Education

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Thailand

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what needs to change if education is to be fit for purpose in the 21st century?

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1. Skills need to be seen as more important than knowledge or the 'right' answer. Developing divergent thinking and flexibility to prepare for the rapidly changing job market.

2. Depression and obesity
Pastoral care will continue to be challenging as our students will continue to feel the pressures of our rapidly changing world.
Promoting mental and physical well-being may work well alongside teaching self sufficient lifestyle- possible horticultural lessons and food tech lessons.

3. Environmental concerns- needs to be covered across the curriculum- studying dystopian fiction (for example). Enable students to engage with scary but very possible futures for the planet.

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1. The desire to develop and sustain creativity in learners is clear but the reality of a results-driven system can be a constraint. Courage and belief is needed from leaders, managers, politicians, parents/carers in order to shift the focus from 'results' to 'deep learning'.

2. Linked to point 1 above, there is a focus on 'raising standards' but one must ask 'standards of what?'. While cohorts of learners might appear to be outperforming those that have gone before in various national measures, in other measures they are not (eg international surveys of achievement). Implementing change and sustaining improvement require time and clear commitment to supporting the profession appropriately.

3. The misguided focus on 'answers' can close down genuine engagement from learners. There is some interesting work going on in trying to shift the focus from answers to thinking. This is refreshing and needs to develop further.

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Educational Change:

Whether we like it or not, the UK will be a heavily automated nation in the future, so I think its education systems need to have the following:

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Mind map : what needs to change

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⚐ What is the real purpose of education ?

⚐ Do children really hold the right for free education ?

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It seems that the real reason for public education is the desire (need) to control the masses, often in order to tackle various public issues. With this type of practice (by policies makers) we may see a rapid change in movement and very unreliable instructions. In particular as we march through the 21 Century and realities change so rapid.

Principal change should be that the aim in education should not be environmental change OR the demography of working force OR technological development. Those may change at any given time and the problematic issues of the future…we don´t know yet !

Change will occur when instead of thinking about how can we control the public!? How can we promote individuals well being!

And then there should be a shift, no more computer models of processing information, no more mass-production education system, one size fit all, no more hard training. But instead a system that empower the individual and elevate social emotion.

An education system that is personalised (also to the culture) where the individual can engaged, investigate, explore, invent, express and reflect.

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1. Put subjects at the heart of the curriculum
2. Stop reducing education to ‘skills’ and ‘learning objectives’
3. Take things back to basics
4. Recognise that education is for all
5. Get rid of the obsession with pedagogy
6. Trust teachers to teach
7. So that there will be more real teachers

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Going circular on education. Pexels

When James Callaghan, then prime minister, launched his great debate on education at Ruskin College Oxford in 1976, the content and role of education became a hotly contested subject. Schools today, however, are now less concerned with education, and more with how social engineering can achieve a variety of external goals external. The legacy of New Labour, in particular, is that schools have become the focus for resolving all "social ills", from obesity to radicalisation.

The call for school well-being league tables along with an obsession with character, self-esteem, and happiness is the most recent expression of this social engineering. So in this new year, enough is enough - it's time to take education back to basics, with my seven suggestions for 2017.

1. Put subjects at the heart of the curriculum

In the current climate, the true meaning of education has been lost. In its purest form, education is the simple means of passing knowledge and understanding on to a new generation. But the number of debates, enquiries and books with titles such as "What is education for?" or "What are schools for?" is indicative of a crisis of meaning.

Despite the Association of Teachers and Lecturer's views that "subjects" are old-fashioned, elitist and inappropriate for today, school subjects actually provide the best access to powerful knowledge based upon the consensus in the academic disciplines, rather than just the arbitrary whims of teachers.

The way I see it is simple: teach a knowledge-based curriculum and "character" and the rest will take care of itself. But teach character, and you will be denying pupils an education.

2. Stop reducing education to 'skills' and 'learning objectives'

Education is different from skills-based training, and all the talk of "learning objectives" means that education is now something with specific and determined ends - making it no longer differentiated from training.

Even at doctoral level students are now expected to set out their "aims" and "objectives". But just because it is so familiar and rarely challenged doesn't mean that it isn't an error. Schools may, and do, waste children's time by offering various bits of training - but that is schooling not education.

3. Take things back to basics

Education is something we should value for its own sake, not for another purpose - it is an end in itself not a means.

Almost every teacher and teacher trainer now believe that the instrumental purpose of education is to promote social justice, which embodies a rather patronising view of ordinary people as "vulnerable victims", or the poor and "needy". But if you actually educate children and young people properly they will learn to think for themselves rather than just being indoctrinated - which is what "education for social justice" actually means.

4. Recognise that education is for all

Education begins with the premise that all children can be educated in all subjects to the highest level possible. But today's error is that some children are thought to require a different sort of education. Or it is believed that certain children can't do certain subjects such as mathematics, physics, or languages. Or that some pupils - most recently white working class boys - can only reach a low level in a subject.

If you think any of this you can't teach and should not be in a classroom.

Pexels

5. Get rid of the obsession with pedagogy

In 1981 Brian Simon wrote his seminal paper: "Why no pedagogy in England?" Today if he was alive and writing it might be titled "Too much pedagogy in England".

Pedagogy isn't just a pretentious term for "teaching", but an attack on subject-based education, which it tries to replace with technological know-how or some "transformative" activity that encourages critical reflection on pupils' beliefs and knowledge - which they barely have. Or it offers them some "therapeutic" activity such as mindfulness.

6. Trust teachers to teach

Traditionally, education was based on a commitment to knowledge and understanding and the need to find ways of teaching subjects to children. And it was a messy business that teachers had to work out through experience - which meant a lifetime spent in the classroom.

But calls for "evidence-based" education has led to an attack on subjects and teachers no longer trusting themselves to teach - a point well argued by teacher Mark Taylor who argues that:

There's simply no sense in seeking what we might call an evidence-based moral purpose.

This needs to change. We need our teachers to be confident in their abilities to teach their subject.

Shutterstock

7. So that there will be more real teachers

There are few educators today and there are too many trainers and facilitators concerned with soft skills. This has produced what has been lampooned as the "snowflake" generation of students who can't cope with difficult subjects and ideas. This is an indictment of a whole generation of educators and their antipathy to knowledge.

We need to grow more teachers committed to Matthew Arnold's vision of getting children to learn "the best that is known and thought in the world" - as the inspector of schools and English poet famously said. That is the noble task of a noble profession and we need to rebuild it.

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Seven ways education needs to change in 2017

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When James Callaghan, then prime minister, launched his great debate on education at Ruskin College Oxford in 1976, the content and role of education became a hotly contested subject. Schools today, however, are now less concerned with education, and more with how social engineering can achieve a variety of external goals external.

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1-There is a need to ensure that our future generations are global citizens and understand other cultures, religions and traditions.
2 - creativity and divergent thinking is key to education, ensuring that we foster a lifelong love of learning.
3 - Assessment needs to be accessed by all, exams tend to be a test on who has the best memory skills, who learnt that small amount the best.  we need to ensure that future generations know how to apply their knowledge creativity.
4- An explicit understanding of their surroundings and give students the belief and knowledge that they can make a change is key.

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Mind map of what needs to change in education in the UK

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Mind map of what needs to change in education in the UK

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1. Assessment methods should change, from standardized testing to group work and other methods that enhance deductive thinking, divergent thinking and creativity among the students.
2. Teaching methods and techniques should change from being abstract and theoretical, to being practical. Teaching methods should not be boring, they should be able to pull the students attention ie
* Collaboration should be emphasized
* Group work, better in smaller groups
* Electronic learning ie ICT integration by using Open Education resources such as ebooks, e-learning sites
3. The purpose of Education shouldn't only be economical, but also cultural. Education should aim at instilling good morals and social security or ethics within our students. Our culture and habits should always be emphasized in the current education system
4. The curricula shouldn't be static or standardized, but it should be dynamic, changing with the changing needs in the environment that the students live in.

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1. There is still too much focus on rote learning and teacher-fronted, atomised classes. Many children find this approach tedious and unrewarding.
2. There is little or no in-service training in public schools: no observations, no constructive criticism, no principled approach to improving teaching practice.
3. The way of assessing children is far too rigid and has no clear rationale. Every subject has to end up with a 'mark out of ten', regardless of the approach or the content.

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1)  The assesment method, which nowadays consists exclusively on content rather than assessinb ability or skill

2) The methodology and assessment of teachers, specially at public schools in which the low level of the methodology is obvious when contrasted with its private counterparts.

3) Studying schedules which should adapt to fit better different learning styles and not give only importance to subjects like math or language

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The should be a shift from focusing on mastery of content only  to mastery of 21st century skills
we need to teach our kids in their preferred modes of learning
we need to embrace technologies in our teaching