Ka pū te ruha ka hao te rangatahi
What will replace secondary schools?
We've long past the time when we can still be asking if secondary schools need to change.
"There's no longer a good fit between the education we are currently providing and the education we need" MOE 2012! As well, we need only to look at the transformational change that is sweeping through every industry and profession at an accelerating rate (music production, newspaper and the media, health care, public transport, private transport, retail, finance and banking, service provision etc). Why would we think secondary schooling will be bypassed?
As well, we have no excuse to be unaware of what skills seem increasingly necessary for people to thrive in not only the working world, but the world itself.
This graphic shows the top 10 skills important in the workforce. While the two groupings are quite similar, which you would expect as they are only 5 years apart, it’s interesting to note that Complex Problem Solving remains at the top but big movers are Critical Thinking from 4th to 2nd and Creativity from 10th to 3rd. And new entrants on the list are Emotional Intelligence racing into 6th and Cognitive Flexibility moving onto the list at 10th.
Are our schools consciously developing these skills within our learners or are we still putting all of our eggs in one basket - academic qualifications?
I've been hugely motivated by Valerie Hanon's book, Thrive, which sets out a blueprint for how secondary schools could adapt and respond to the pressures for change. Her vision for schools is to have a vision which focuses on students learning to thrive in a transforming world.
Students need to be able to thrive at 4 levels:
Thrive as a planet
Our young people need to know how to live sustainably, how to protect earth's biodiversity and to develop respect for and empathy of other cultures. This needs to be at the centre of our curriculum.
Thrive at societal level
She notes that in the most equitable countries of the world there is a higher level of thriving. Our young people need to be equipped to navigate in a fast changing job landscape, to learn and unlearn, and they must love learning. How can democratic values and values of equity be explored in our schools
Thrive at interpersonal level
Schools need to be places where young people can explore how to have and create great relationships. Schools must create learning environments where young people can develop respectful and caring relationships.
Thrive at intrapersonal level
Schools need to create environments where young people can discover who they are. Students must be able to explore their identity, find personal meaning and be valued for whom they are.
What will replace secondary schools?
Right now I'm thinking we could start with a vision similar to:
Learn to thrive in a transforming world
and then develop a curriculum focusing on the 4 levels of Thrive outlined above.
My view of what secondary schools of the future need to concentrate on is as follows:
- Secondary schools must place student well-being at front and centre of every thing they do
- This means the end of billboards skiting about achievement and attendance rates (imagine how this feels for those students who, despite their best efforts, can't achieve or attend at that level who see that reminder every day)
- This means the end to archaic rules and punishments, including those in relation to personal appearance
- This means an end to assessment and homework practices that detract from deep learning and lead to distress
- Secondary schools of the future must reject being institutions of measurement and embrace being institutions of engagement and deep learning
- Secondary schools of the future must embrace new definitions of success for them as an institution, for their staff and for their students.
- Ask parents to describe the graduate they want from your school! Their answers won’t surprise you. Does your school really focus on these things? How much does the front half of the NZC feature in how your school goes about its business and considers its effectiveness?
- Secondary schools of the future will invite students to be partners in the learning design process.
- Own the important bits of content, knowledge, concepts and skills of your specialist subject but relinquish control over the context for the learning to occur in and even how students might evidence their understanding.
- personalised learning
- powerful partnerships
- deep challenge and inquiry
Our focus at the moment is on exploring different definitions of success which has resulted in the work we are doing on developing a graduate profile. The current prototype has our school values of innovation, inquiry, collaboration and connectedness as the key elements of this graduate profile. Sally gives a full description of this work in the last section of her latest post
We're looking forward to discussing this work with ERO in Week 8.
