Educating for the 21st century – is this just about school?
Others have written about communities learning together and of the fluid and ever changing nature of communities. The point has been made that we need dialogue between different groups within the community, such as between people within what we currently call formal education and people in the wider community (parents, employers, etc). Others have highlighted the more permeable boundaries between the formal (usually in the context of schooling) and the informal (community-based, out of school experiences, etc) and the enriched opportunity to learn that when this occurs.
As I have mentioned in other blog entries I attended a symposium, Educating World Citizens for the 21st Century and I one thing I am left wondering about is why when we talk about educating for the 21st century the assumption commonly made is that the conversation is about the education of 5-17/18 year olds (being in the US the speakers all referred to K-12)? The title of the symposium didn’t suggest to me that attention would just be on these years. There was maybe a hint in the high level questions posed in the programme: “How can our educational system evolve to meet the challenges of the 21st century; and “How will we educate people to be compassionate, competent, ethical and engaged citizens in an increasingly complex and interconnected world? But, with the exception of references to the importance of learning in the very early years all the conversation focused on the systems of schools and schooling. Interestingly too there was only passing thought given to maybe re-thinking aspects of schooling. The conversation was mostly about how can we use the knowledge that we have from a variety of disciplines to improve the way we educate young people, mostly in terms of the curriculum we offer and the pedagogy we use. There was some acknowledgement that adults would need to learn new things, in this case the teachers who will need to take account of developing knowledge from neuroscience and psychology given that such knowledge could help improve the learning of their students.
Now of course we know how important learning is during the years of schooling but the very early years are also critical (with growing evidence that these years are even more important than we have realised) and the kind of education that supports learning post school; at work, and throughout life seem rather important too! We can, of course, hope that schools can be beacons as many already are of what 21st century learning might involve but to me it feels too narrow a window to be pinning all our hopes and attention in these years of life. Do we need a more spacious definition of “education system” so the default position isn’t just a focus on schools but takes account of the kind of “systems” we need at the various stages of life? Or, given that many are advocating more permeable boundaries between the so called “formal” and “informal” systems maybe we need new terminology so that we keep our conversation on education and learning and not on the “systems” of today?