A+Vision+of+Future+Education


 * IF WE ACCEPT THAT**

1. Learning is a capacity that all living beings share. 2. Humans need to nurture learning lifelong in order to survive, but also to flourish. 3. Humans survive by adapting to their environment, but flourish by actively shaping it using their material, social, cultural and cognitive artifacts. 4. We live in unstable times when the future is complex, uncertain and largely unknown.


 * THEN**

5. Education in our times should be the //systematic development of learning for a largely unknown future//, rather than the transmission of teachers’ knowledge. 6. Education should be //universally and equally// //accessible// – irrespective of social, economic and cultural circumstances – as a matter of a universal human right. 7. Educational provision should be re-conceptualized beyond schools as //the creation of universal learning opportunities//.


 * IT FOLLOWS THAT IN ORDER TO BUILD A LEARNING SOCIETY FOR THE FUTURE**

8. Schools need to abandon their assumptions that learning occurs at the same pace, in the same sequence, and has the same scope and purpose for all learners. 9. New structures (‘learnscapes’) need to be designed to enable SOCIAL – **S**elf-**O**rganized **C**ollaboration for **I**nter**A**ctive **L**earning. 10. Education should be personalized, demand-driven, “[|minimally invasive]” and develop SOCIALity, and based on projects of social, cultural, scientific and technological improvement in the learner’s community. 11. Teachers need to re-conceptualize their profession as ‘learnscape designers’, and see themselves as professional learners who catalyze others’ learning. 12. Learners need to regard themselves as teachers – of themselves and others with whom they collaborate in SOCIAL. 13. Schools need to become learnscapes, collaborating with real workplaces, and workplaces need to become more like schools, or support them.(Both schools and workplaces are in fact learnscapes, but not by design.) 14. Examinations need to be replaced by systems of evaluation of competence, evidenced by portfolios of authentic work or performance, and based on careful calibrations of competence between novice and expert. 15. The state needs to enable this universal and equal access to education; markets need to allocate resources freely to universalize education; and communities need to regulate the ‘learnscapes’ as a commons so that all their members can productively participate in public life.