“If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.”
― John Dewey
Prince EA is working with Innovation Playlist to help introduce a new framework for schools globally, www.whatschoolcouldbe.org. (7:30mins)
"We've only known this research for 20 years...GCSE's were developed before we knew anything about how the teenage brain develops." "Young people cite exam stress and fear of academic failure as their most prominent worry (in multiple large surveys)" Research by Sarah Jayne Blakemore (2021).
"This is just one of many eye-opening responses from our recent student-led study, which gathered young peoples’ views about the impact of the education system on their mental health and wellbeing." The impact of school on young people's mental health: a UCL doctoral student shares his findings, (2020).
"90% who expressed an opinion claimed that a zero tolerance behaviour policy does not help improve behaviour. One of the key messages of the survey is that all behaviour is a form of communication - whether disruptive, masking or non-attendance - and signals an underlying need." Square Peg & Not fine in School survey for the DfE (2021).
"As globalization and rapid advancements in technology continue to transform civic space and the world of work, education systems have grown increasingly disconnected from the realities and needs of global economies and societies. Education models must adapt to equip children with the skills to create a more inclusive, cohesive and productive world." Schools of the Future: Defining New Models of Education for the Fourth Industrial Revolution Report by The World Economic Forum" (2020).
"The world of work is rapidly changing, with globalisation and technological advancements altering the way we work and attributes we’ll need to navigate the workplace of the future. This means school, society and business need to work together to make sure our education system can keep up...Employers also told us they were concerned about curriculum narrowing and the decline in pupils taking creative subjects like design and technology, music and art." 'Education and learning for the modern world' Confederation of British Industry & Pearson Education report (2019).
"Many of those who have contributed to our inquiry believe that current priorities and pressures in education inhibit the creative abilities of young people and of those who teach them. There is a particular concern about the place and status of the arts and humanities. There is also concern that science education is losing its vitality under current pressures." Government Report - 'All our Futures: Creativity, Culture & Eduction" (1999).
"Pupils who encounter difficulties are led to believe that they lack ability, and this belief leads them to attribute their difficulties to a defect in themselves about which they cannot do a great deal. Thus they avoid investing effort in learning.” -Inside the Black Box: Raising standards through classroom assessment by D. Wiliam & P. Black, (1998).
"This has to do with the question whether we are indeed measuring what we value, or whether we are just measuring what we can easily measure…so that targets and indicators of quality become mistaken for quality itself...There is a real risk that data, statistics and league tables will do the decision making for us.” 'Good Education in an Age of Measurement' by G. Biesta (2016).
"In the age of AI and technologies, the 'human skills' that compromise creativity, critical thinking and conceptual thinking, originality, persuasion, problem solving and negotiation are much in demand by further/higher education and employers. A knowledge-based curriculum, by definition, does not structure opportunities for all young people to develop these necessary skills." Secondary Curriculum Transformed: Enabling All to Achieve by Meena Kumari Wood & Nick Haddon (2021).