Teaching for Uncertain Futures

Teaching Australia has published  Teaching for Uncertain Futures – a scenario building project involving teachers and leaders from across Australia.  It describes four future scenarios for schooling and asks the provocative questions: 

  1. what will the Australian teaching profession have to do to be successful in the environments in which it will have to operate in 2030?
  2. what are the implications of these challenges for school leadership?

We must accept that our classrooms do not represent today’s world – they are products of the 19th and 20th century.   One of the defining characteristics of the 21st century is the rapidness of change particularly with technology.  So what implications does this have on the teaching profession?

Whether we like it or not, teachers and school leaders will have to become ‘futurists’ if schools are to survive beyond 2030.  We can no longer think about schooling locally but globally. And we must be planning in years not in weeks or terms. 

How is this done?  It means asking the right questions, monitoring global trends, building sustainable partnerships, understanding technology, managing risks and seizing opportunities.  

If these ‘future scenarios’ do not become part of our reflective practice now, schools will certainly be obselete before 2030.



One thought on “Teaching for Uncertain Futures

  1. Greg, you say:

    “How is this done? It means asking the right questions, monitoring global trends, building sustainable partnerships, understanding technology, managing risks and seizing opportunities.”

    This is 1000% correct in my mind.

    Insular politics in insular schools, tips the scale towards more insular practices and insular thinking.

    Whilst we cannot truly envisage 2030 in any respect, we can take the best of the best which is outside the walls of academia, the church and the local school, and cast a flexible mould that allows for expression, creativity, global village thinking and beyond.

    John XXIII spoke of ‘throwing open the windows’ to let in the new light of Vatican II, so perhaps (for the want of a better term) we need a shared Education II vision that enables and not disables; one that removes us from the chalk dust and brings *real* reflective thinking and (importantly) action.

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