Teaching for uncertain futures - Neville Freeman Agency

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34HEADING HERERequirements for the future will beadaptability and innovation. Fundamentalcharacteristics for dealing with uncertaintyand high rates of change are differentfrom those required in steady state andpredictable environments. Key is theability to ‘dance’. We need to teachpeople how to become adaptive – how tosee principles and fundamentals, notspecifics. The more we understand thebasics of human nature and such things,the better equipped we will be to deal withan environment that is quite differentfrom what it has been in the past.Thought LeaderJohn PetersonPresident, The Arlington Institute
35implications of the scenarios for the teaching professionUnder the VolcanoIn this divided society, schooling ispolarised. The ‘haves’ have high levels of access tobusiness affluence and influence while the ‘have nots’are marginalised. There is a wide variance in teachersalaries, reflecting competition among schools forgood teachers or teachers with particular skills.In many schools, teachers find their pastoral careresponsibilities take away from their ability to teacheffectively.In this world the teaching profession is highlyadaptable and resilient, and well steeped intechnological know-how. The impact of a generalsocial mood of pessimism and revolution is counteredby the quest for self-fulfilment and personal growth,while the cult of youth and rejection of tradition infavour of innovation make it mandatory for teachersto make use of technologies in extending learningopportunities.These changes in the nature of teaching have animpact on how teachers are selected and trained.Selection into teacher education courses needs totake account of the schooling divide, with programsneeding to recruit students to teach in either thetechnologically well-endowed elite schools or thepoorer schools in socially disaffected areas. A highlevel of technological literacy is a requirement for allnew teacher education entrants, and e-learning is wellharnessed in the pedagogical repertoire of universityprograms. Teacher education programs are dynamicand innovative, preparing teachers to be flexibleand innovative.Once in schools, these highly technologicallyproficient teachers are faced with varying levels oftechnological infrastructure and support. Even inpoorer schools, they are able to engage students inlearning through technology. Their training standsthem in good stead for adapting their practice tomeet the different needs of students. The diverseneeds of business and the economy generally for skillsand technological know-how means the curriculumis broad and dynamic, and there are many pathwaysto success for students. The measure of schooling isindividual success rather than the public good.Engaging with the local community is less importantin the more technologically advanced elitist schools,but is critical in poorer areas where teachers play astrong nurturing role for both students and thecommunity generally. They act as agents ofintegration, assimilating students from differentcultures and backgrounds. The school is an importantcommunity centre.Continuing professional learning for teachers inthis world is focused on upgrading technologicalknowledge on the one hand, and on dealing with socialissues and teaching basic skills on the other.In this world, leadership is a balancing act betweenresponsiveness to the demands of corporate or othersponsors and professional responsibilities. It calls for boththe capacity to cater for disaffected local communities andthe ability to engage with the pedagogical possibilities oftechnology to achieve education outcomes appropriate foran innovative society.Teachers in this world do not enjoy great recognitionfor their work. Their skills in using technologies forlearning are well matched, and generally betterrewarded, in other professions, although those whoare successful in the competitive market for teachers areheld in high esteem. The quid pro quo for this successis the high degree of scrutiny of their performance,as in the corporate world.The blurring of lines between pastoral care andprofessional practice tends to diminish the statusof teaching.
Page 1: Teachingfor uncertainfuturesThe Ope
Page 5 and 6: iiiCONTENTSTeaching foruncertain fu
Page 7 and 8: JaimeLawrenceOliviaO’NeillAnneSar
Page 9 and 10: viiPREFACEPrefaceHedley BeareEmerit
Page 11 and 12: 9HEADING HERE
Page 13: 1INTRODUCTIONIntroductionAs a new b
Page 16 and 17: 4INTRODUCING SCENARIO BUILDINGThe c
Page 18: 6INTRODUCING SCENARIO BUILDINGFutur
Page 22 and 23: 10the open book scenariosdata-gathe
Page 24 and 25: 12the open book scenariosAden Blanc
Page 28 and 29: 16four scenario worldsSynopsis of S
Page 30 and 31: 18four scenario worldsglobalisation
Page 34 and 35: tolerantoptimisticcommunity engagem
Page 38 and 39: 26four scenario worldssea. Most of
Page 42 and 43: 30four scenario worldsThe family ar
Page 48 and 49: 36implications of the scenarios for
Page 50 and 51: There will be an increase inserious
Page 58 and 59: 46LEARNING FROM THE FUTUREProfessio
Page 60 and 61: 48LEARNING FROM THE FUTUREProfessio
Page 62 and 63: 50LEARNING FROM THE FUTURE“Can a
Page 64 and 65: 52LEARNING FROM THE FUTUREComing to
Page 66 and 67: 54APPENDIXAPPENDIXEXPANDEDDESCRIPTI
Page 68 and 69: 56APPENDIXNatureIn this world, the
Page 70: 58APPENDIXSchoolsSchools are run li

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