Our Future in a Fast Changing World

The Cathedral School 28 November 2012 1

The World is Changing Fast

• Video clip 2

The past 3000 years

Imagine the past 3000 years as the face of a clock with each of the 60 minutes representing 50 years • • • • • • • • • 11 minutes ago: printing press (1440) 2.7 minutes: telephone (1875) 1.6 minutes ago: black and white TV (1929) 54 seconds ago: fax (1966) 41 seconds ago: personal computer (1977) 38 seconds ago: analog cell phone (1979) 25 seconds ago: WWW (1990) 13 seconds ago: broadband (2000) 1 second ago: 3-D TV (2010) 3

Technological Innovation

• New forms of work rely on high levels of

specialist knowledge + creativity and innovation

• Balance has shifted from traditional forms of industrial work to jobs based on

ICT and science and providing services

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Population Growth

• • • • • • • It took to mid 18 th Century for population to reach 1 billion people It took 130 years to reach 2 billion (1930) It took 30 years to reach 3 billion (1960) It took 14 years to reach 4 billion (1974) It took 13 years to reach 5 billion (1987) It took 12 years to reach 6 billion (1999) By 2050 it will be 9.2 billion – that is more people than have ever lived on the planet at the same time 5

Human world is shifting on its axis

Most significant annual growth is not in industrial economies of Western Europe and North America (1.5 million) but in

the emerging economies of South America, Middle East and Asia (84

million).

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Trends in the UK and industrial West

• • • Rise in retirement rate Part time working (including home working) will continue to increase Retraining, maybe several times in a career, will become the norm There will be more pressure on children to learn marketable skills.

Hamish McRae, The World in 2020

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Organisations everywhere say they need people who can

think creatively

,

communicate and work in teams

,

collaborate and problem solve

: people who are

flexible quick to adapt

and to changing markets. Too often they say they can’t find them.

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Our challenge

• • • How are we being prepared for:

growth in the global knowledge economy

– able to manage a hurricane of expanding and changing information – able to discriminate as to what needs to be used, extended and developed.

quickening change in job-related knowledge

requirements

need for the wider range of personal and thinking skills

that will be important to produce teamwork, active researchers and reflective thinkers.

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The Employment Landscape

•

Employment or Unemployment?

Rise in youth unemployment (1 million + 16-24 yr olds) • • •

Changes in the job market

Move from low-skilled (-13%) to high-skilled jobs (+55%) 71% demand for leadership and management skills

Students need general employability skills

• •

Competition for graduate jobs

Intense competition for graduate jobs - 70% want to see students doing more to be effective in the workplace STEM skills underpin the UK’s ability to compete and grow in a range of industries. (STEM =

engineering , and mathematics ) science , technology ,

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Subject Choice - STEM

43% of employers point to raising the numbers and quality of STEM (Science, technology, engineering and maths) graduates as a major area of concern - i.e. 63% of employers in manufacturing see action on the number and quality of graduates in STEM subjects as a priority for action. Among science, engineering and IT firms 84% rate it as a priority, far ahead of other concerns. Recognising the difficulties they face in finding STEM talent, employers are willing to pay a premium for the skills they value and need. More than a third of companies in science and IT (40%), energy and water (33%) and construction (33%) report that STEM graduates earn more than other graduates over the course of their careers. 11

Employability Skills (CBI)

• • • • • • •

Self-management

– readiness to accept responsibility, flexibility, time management, readiness to improve own performance

Team working

– respecting others, co-operating, negotiating/persuading, contributing to discussions

Business and customer awareness

– basic understanding of the key drivers for business success and the need to provide customer satisfaction

Problem solving

– analysing facts and circumstances and applying creative thinking to develop appropriate solutions

Communication and literacy

– application of literacy, ability to produce clear, structured written work and oral literacy, including listening and questioning

Application of numeracy

– manipulation of numbers, general mathematical awareness and its application in practical contexts

Application of information technology

internet search engines – basic IT skills, including familiarity with word processing, spreadsheets, file management and use of 12

Too few graduates have what business needs –

global acumen technological literacy entrepreneurial skills the ability to manage increasingly complex organisations who can think creatively who can innovate who can communicate well work in teams are adaptable and self-confident.

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“An entrepreneur ….

… is determined to succeed … identifies what is needed, provides it, and then refuses to accept failure … will seek new challenges and solve new problems … takes risks and uses initiative to be successful” 14

What kind of Learner are you?

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“In the 21 st century humanity faces some of its most daunting challenges. Our best resource is to cultivate our singular abilities of imagination, creativity and innovation. Our greatest peril would be to face the future without investing fully in those abilities. Doing so has to become one of the principal priorities of education and training everywhere. Education is the key to the future and the stakes could hardly be higher.” Sir Ken Robinson, Out of Our Minds 17