Scenario planning and the future of education
Exhibit 4: Strategic implications for the future of education
The wind-tunneling process produced a number of strategic implications for the future of education embedded in the scenarios for the future of work. Not all of the implications were robust against all futures, but these implications were identified as priorities:
• Integrated learning must demonstrate relationships between disciplines.
• Technology should be integrated at the earliest stages of learning so that it is learned like a language rather than as a skill.
• Physical locations for learning will be seen as “learning hubs” that adapt to changing demographics.
• Lifelong learning will be demonstrated by integrating educator learning into the learning experience of children.
• Education will move to an emphasis on mastering complex communication, critical thinking, and systems thinking skills.
• Education will need to provide experience for both self-directed and team learning, including the development and assessment of interpersonal skills, collaborative skills, and personal accountability.
• Assessment will move to a kind of “triple bottom line” accounting where outcomes are measured in a number of social and performance dimensions.
• Global learning will develop with well-defined partnerships among institutions and students around the world.
• Institutions will engage in proactive transparency where information is shared internally and appropriate information is shared with administrators, family services, parents, and other stakeholders.
• Collaborative teaching environments will allow educators to take advantage of the skills, expertise, and experience of other educators; clear compensation models will be developed to reward participation in such collaborative endeavors.