Note to accompany the slides on ‘meeting the challenge of 21st century education – what are the implications for school leadership’

Seminar on 22

th

_{February 2012 in Mukogawa Women’s University}

Note to accompany the slides on ‘meeting the challenge of 21

st

_{century education}

– what are the implications for school leadership’

Sir Dexter HUTT

＊

The impact of globalisation as evidenced by the progress of cities like Dongguan in China and

Bangalore in India indicates that the pace of change across the world is probably now faster than

it has ever been

In the world of secondary education technology is challenging our current practice of teaching

and learning, not least because students are often more skilled in the use of modern technology

than their teachers.

This situation raises questions about the future role of the teacher: it raises questions about the

teacher’s role – currently that of ‘the sage on the stage’ – progressing to being ‘a guide on the side’

and ‘the catalyst in the centre’. This has implications for teacher training.

Our rapidly changing world may also have implications for our curriculum: should our core

curriculum progress to include digital literacy, global awareness and the encouragement of

creativity?

Daniel H Pink in his book ‘A Whole New Mind’ argues that whereas the 20

th

_{century can be}

regarded as the information age, the 21

st

_{century is the conceptual age. Our curriculum which}

has been based on left brain stimulation now needs to be rebalanced to also encourage right brain

development which promotes creativity

If schools (and other organisations) are to adapt to 21

st

_{century needs they will need to change the}

default settings of their current organisations since one cannot expect 20

th

_{century default}

settings to meet 21

st

_{century needs}

The default settings in any organisation determine how that organisation is set up to run. For

example if the furniture in a classroom is set up in rows with the teacher’s desk at the front then

the outcome is very likely to be that the teacher will teach from the front. They may occasionally

do otherwise but the power of the default setting of the furniture will usually prevail

So the challenge for schools seeking to offer a 21

st

_{century education is to indentify their current}

*

A board member of Young People Learning Agency

20

th

_{century default settings and then tease out what their 21}

st

_{century default settings can do.}

They cannot expect 20

th

_{century default settings to deliver 21}

st

_{century education}

This will be an ongoing challenge: as the 21

st

_{century develops new default settings will need to}

be found if the organisation is to adapt to the rapidly changing environment

The remaining slide relate more specifically to the current English education system. The

argument is that the current pool of talent in the public sector is unlikely to provide the number

of imaginative and talented leaders necessary to lead individual schools. There is a greater

probability of finding the number of necessary leaders to lead successful systemic change if

schools are grouped and led by Executive Leaders.

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