![]() ![]() This is where unexpected collisions occur, because this part of the education system tends to evade the radar screen of public policy. This invisible part is about the beliefs, capacities, motivations and fears of the people who are involved in education. ![]() The reason why it is so hard to move school systems is that there is a much larger invisible part under the waterline. ![]() The laws, regulations, structures and institutions on which educational reform tends to focus are just like the small visible tip of a huge iceberg. Of course, all this is much easier to say than to do, and the road of educational reform is littered with good ideas that were poorly implemented. The challenge is to shift in instruction from knowledge transmission to knowledge co-creation, from receiving abstractions in textbooks to learning by experimenting, from summative evaluation to formative monitoring. But it is only if we help to build a reliable compass that they will be able to go anywhere and find their way through this increasingly complex, volatile and ambiguous world. If all we do is teach our children what we know, they may remember enough to follow in our footsteps. Today, the world no longer rewards us just for what we know – Google knows everything – but for what we can do with what we know. When we could still assume that what we learn in school will last for a lifetime, teaching content knowledge and routine cognitive skills was rightly at the centre of education. Students growing up with a great smartphone but a poor education will face unprecedented risks. Education has won the race with technology throughout history, but there is no automaticity it will do so in the future. We live in a world in which the kind of things that are easy to teach and test have also become easy to digitise and automate. Helping students to navigate an increasingly complex, volatile and ambiguous world. ![]()
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