Educational Landscape

Our Future in
a Fast Changing World
The Cathedral School
28 November 2012
The World is Changing Fast
• Video clip
The past 3000 years
Imagine the past 3000 years as the face of a clock with each
of the 60 minutes representing 50 years
11 minutes ago: printing press (1440)
2.7 minutes: telephone (1875)
1.6 minutes ago: black and white TV (1929)
54 seconds ago: fax (1966)
41 seconds ago: personal computer (1977)
38 seconds ago: analog cell phone (1979)
25 seconds ago: WWW (1990)
13 seconds ago: broadband (2000)
1 second ago: 3-D TV (2010)
Technological Innovation
• New forms of work rely on high levels of
specialist knowledge + creativity and
• Balance has shifted from traditional
forms of industrial work to jobs based on
ICT and science and providing services
Population Growth
• It took to mid 18th Century for population to
reach 1 billion people
• It took 130 years to reach 2 billion (1930)
• It took 30 years to reach 3 billion (1960)
• It took 14 years to reach 4 billion (1974)
• It took 13 years to reach 5 billion (1987)
• It took 12 years to reach 6 billion (1999)
• By 2050 it will be 9.2 billion – that is more people
than have ever lived on the planet at the same
Human world is shifting on its axis
Most significant annual growth is not in
industrial economies of Western Europe
and North America (1.5 million) but in
the emerging economies of South
America, Middle East and Asia (84
Trends in the UK and industrial West
Rise in retirement rate
• Part time working (including home working)
will continue to increase
• Retraining, maybe several times in a career,
will become the norm
• There will be more pressure on children to
learn marketable skills.
Hamish McRae, The World in 2020
Organisations everywhere say they
need people who can think
creatively, communicate and work
in teams, collaborate and problem
solve: people who are flexible and
quick to adapt to changing markets.
Too often they say they can’t find
Our challenge
How are we being prepared for:
• growth in the global knowledge economy
– able to manage a hurricane of expanding
and changing information – able to
discriminate as to what needs to be used,
extended and developed.
• quickening change in job-related
knowledge requirements
• need for the wider range of personal and
thinking skills that will be important to
produce teamwork, active researchers and
reflective thinkers.
The Employment Landscape
Employment or Unemployment?
• Rise in youth unemployment (1 million + 16-24 yr olds)
Changes in the job market
• Move from low-skilled (-13%) to high-skilled jobs (+55%)
• 71% demand for leadership and management skills
• Students need general employability skills
Competition for graduate jobs
• Intense competition for graduate jobs - 70% want to see
students doing more to be effective in the workplace
• STEM skills underpin the UK’s ability to compete and grow
in a range of industries. (STEM = science, technology,
engineering, and mathematics)
Subject Choice - STEM
43% of employers point to raising the numbers and
quality of STEM (Science, technology, engineering and
maths) graduates as a major area of concern - i.e. 63%
of employers in manufacturing see action on the
number and quality of graduates in STEM subjects as a
priority for action. Among science, engineering and IT
firms 84% rate it as a priority, far ahead of other
concerns. Recognising the difficulties they face in
finding STEM talent, employers are willing to pay a
premium for the skills they value and need. More than
a third of companies in science and IT (40%), energy
and water (33%) and construction (33%) report that
STEM graduates earn more than other graduates over
the course of their careers.
Employability Skills (CBI)
• Self-management – readiness to accept responsibility, flexibility, timemanagement, readiness to improve own performance
• Team working – respecting others, co-operating, negotiating/persuading,
contributing to discussions
• Business and customer awareness – basic understanding of the key
drivers for business success and the need to provide customer satisfaction
• Problem solving – analysing facts and circumstances and applying creative
thinking to develop appropriate solutions
• Communication and literacy – application of literacy, ability to produce
clear, structured written work and oral literacy, including listening and questioning
• Application of numeracy – manipulation of numbers, general
mathematical awareness and its application in practical contexts
• Application of information technology – basic IT skills, including
familiarity with word processing, spreadsheets, file management and use of
internet search engines
Too few graduates have what business needs –
global acumen
technological literacy
entrepreneurial skills
the ability to manage increasingly complex organisations
who can think creatively
who can innovate
who can communicate well
work in teams
are adaptable and self-confident.
“An entrepreneur ….
… is determined to succeed
… identifies what is needed, provides
it, and then refuses to accept failure
… will seek new challenges and solve
new problems
… takes risks and uses initiative to be
What kind of Learner are you?
“In the 21st century humanity faces some of its
most daunting challenges. Our best resource
is to cultivate our singular abilities of
imagination, creativity and innovation. Our
greatest peril would be to face the future
without investing fully in those abilities. Doing
so has to become one of the principal
priorities of education and training
everywhere. Education is the key to the future
and the stakes could hardly be higher.”
Sir Ken Robinson, Out of Our Minds

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