By Keith Budge, Headmaster, Bedales Schools
I’m talking at the Inspiring Futures conference tomorrow and am mulling over what I might say. I need to provide the schools’ perspective on how we should be preparing our students for the future – in particular 4IR – or the Fourth Industrial Revolution – aka the Digital Revolution. I have 20 minutes and, at my request, it is the final slot. So, I plan five slides. Here’s a shrinklet version, slide by slide.
A cheesy crystal ball: we humans love predicting the future and we will so often be wrong. The hapless verb “to future-proof” is a notable example of this. Yet, human beings are remarkably adaptive and, in spite of our poor planning for the future, are often fleet-footed in response. Preparing for 4IR may be too late – but how can we best prepare for whatever 5IR and 6IR are going to look like?
A frontispiece of Silas Marner, showing how the sad, miserly spinner has become part of his loom: work has made him into a machine; tempting to think this is all about preparing our young people for work, but it is also about preparing them to live enriched, fulfilled lives. In this respect, we need our students to have an understanding of the ancient verities of philosophy and literature and to appreciate the Arts, as well as having a strong science and maths base.
The rear view mirror of a car: our educational systems prepare us for the world that has just passed. My schooling prepared me well to serve the needs of the British Empire, just as it had gone. Education ministers tend to hanker after the past – the fixations of Michael Gove and poor primary school children’s subsequent current fixation with adverbial clauses, for example.
A set of ball bearings beautifully balanced: how to achieve this balance? The state needs to limit what it requires of school children, especially in those formative GCSE years, and provide much greater freedom within the curriculum; so cut the requirement for so many GCSEs – Maths, English and Science are the only ones that the government needs to assess. If you allow head teachers in schools to exercise their independence, you create space and therefore flexibility in the curriculum. Such an approach challenges the current sclerotic, silo mentality of the curriculum. How can you expect students to develop the necessary flexibility of mind and creative thinking if the curricula they encounter are often so dull and formulaic?
A blossoming chestnut tree: how to give our youngsters the best chance of living the most fulfilled lives? See W B Yeats’ image of the chestnut tree (“great rooted blossomer” from Among School Children). Here is a list of some of the qualities we need to help bring out in our students:
- Capacity for independent thinking and problem solving
- Appetite for lifelong learning: establish a love of learning early and it stays
- Enjoyment of teamwork and collaboration
- Understanding of other cultures – enjoyment of international links
- Sense of wonder: to inspire and be inspired