10 ideas
for 21st
century
education
Contents
Introduction: Education for today’s future
1. Open up lessons
2. Think outside the classroom box
3. Get personal
4. Tap into students’ digital expertise
5. Get real with projects
6. Expect (and help) students to be teachers
7. Help (and expect) teachers to be students
8. Measure what matters
9. Work with families, not just children
10. Power to the student
So what next?
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Authors: Martha Hampson, Alec Patton and Leonie Shanks
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costs.
Schools are also struggling to prepare
young people for work. Businesses
have complained that they’re taking
on employees who lack crucial basic
employment skills such as problem
solving, team-working and time
management, and reported that they
need to provide training to school and
college leavers in order to prepare them
for their jobs.
This only covers the problems of
today. In the coming decades, the
changes we are experiencing now
- to politics, economics, technology,
and climate – will become even more
dramatic. In the US, the ten jobs most
in demand didn’t exist in 2004 – 21st
century education needs to prepare
young people for jobs that don’t exist
yet, using technologies that haven’t even
been invented, for which competition will
be global. If we are to develop candidates
who are capable of holding their own
on a global stage we simply must get
better at equipping them with the skills
to handle this uncertain future.
Education systems have been
resistant to change because education
is so important – too important, some
would argue, to experiment with. There
is another way to look at this: in a
rapidly changing world, education is too
important to be left behind.
In response to this, schools are
starting to do education differently. Why
restrict lesson times to an hour when
half-day sessions allow students to
delve really deeply into subject material?
Many young people have smart phones,
so why not allow them to be used as
learning aids? Adults learn in the real
world, why not let students? And,
fundamentally, the best teachers are
people who love learning, and the best
way to make sure that you understand
what you are learning is to teach.
The schools that are taking this
seriously are still in the minority. But
around the world there is a growing
global movement towards achieving the
vision of 21st century education. Here
we present our view of what this vision
looks like in practice.
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People make a lot of assumptions
about education. Lessons should last for
about an hour. Mobile phones should
be switched off during school. Students
should learn in classrooms. And,
fundamentally, students come to school
to learn, and teachers come to school
to teach. These assumptions are so
common because they match the way
that most of us were educated.
But this version of education was
designed in and for a very different time,
and there’s no reason to assume that it
will meet the needs of today’s learners.
In fact, despite the fact that teachers
are working as hard as they have
ever worked, schools are struggling
to engage young people. As children
grow older they become less and
less engaged in school – when one
would hope that the reverse would
be true. And this is a bigger problem
for the most disadvantaged students,
who consistently show lower levels
of engagement. This contributes to
restrictions on social mobility. In the UK,
for example, if you are an academically
high-achieving eleven-year old and you
receive free school meals you are unlikely
to be classed as ‘high achieving’ by the
time you turn sixteen.
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Introduction:
Education for
today’s future
Open up
lessons
The 45–60 minute lesson has reigned
supreme in school systems around the
globe for a long time, forcing teachers to
execute their lesson plans with military
precision. Never mind if students haven’t
fully grasped the subject matter before
the bell rings – time, after all, waits for no
man. Increasingly, however, schools are
shifting away from the conception of the
lesson as a rigid, subject-specific unit of
time that takes place within the four walls
of a classroom, instead embracing the idea
that a lesson can be many things. Organic
or structured. Long or short. Based within
or beyond school premises. And as the
structure of lessons diversifies, so too
does the role of the teacher.
6
Many educators, finding
rigid timetables to be too
inflexible, have solved
this by getting rid of
lessons altogether. Schools such as
the Kunskapsskolan schools in Sweden
and the Lumiar schools in Brazil are
instead organised around individual
learning plans or group projects that
vary in length. In these instances,
the allocation of space, time and
resources is not fixed. Instead, it is
up to the students to decide on how
they will make best use of them in
order to meet their learning objectives.
Teachers support students throughout
this process and monitor their
progress closely.
But opening up lessons does not
have to be as radical as this.
It can also simply be about
extending or shortening the lesson
in a manner which allows for a more
flexible style of teaching. While still
not the ‘norm’, educators are realising
the benefits of offering longer lessons
that give students an adequate length
of time to pursue their own lines of
enquiry or to carry out extended
projects. In the UK, the Royal Society
of Arts’ Opening Minds curriculum
advocates, among other things, threehour
lessons that give teachers and
students the chance to explore crosscurricular
topics in depth. Schools
which have embraced this approach
have reported higher levels of staff
satisfaction, along with greater levels
of maturity and independence among
students. A similar principle is at work
at Cramlington Learning Village, where
science experiments are conducted
in half day blocks to allow students
to become fully immersed in their
research.
7
Recognising the value of flexible,
personalised learning, educators are
also using technology in exciting ways
to transform traditional ‘lessons’. In
the US, the Khan Academy, a nonprofit
educational organisation, uses
online teaching content to offer
the ‘flipped classroom’ approach,
whereby information is transmitted
outside of school hours through
online instruction. This frees up
classroom time for the in-depth
discussion, interrogation and practical
application of the content, maximising
opportunities for productive teacherstudent
interaction. Research has
shown that this inversion of traditional
‘class time’ and ‘homework’ is highly
effective, with students who had
participated in this model scoring an
average of 74% on tests, compared
with 41% for students who were more
traditionally taught.
With the help of technology and
radical reimagining of time and
space, then, lessons no longer
have to adhere to the ‘one size
fits all’ approach characteristic of
the traditional system. Students
stand to gain a lot from more
personalised lessons and greater
control over their own learning,
but they are not the only ones.
The implications for teachers
are also exciting. They become
freer to take on different roles,
including mentor, coach and
designer of projects that highlight
the real-world relevance of
subject material. This creates
the potential for them to have a
deeper, more fulfilling engagement
with students, and a more creative
part to play in the design and
delivery of curricula.
Image courtesy of High Tech High
Think outside
the classroom
box In a traditional classroom, students sit in
rows at individual desks or small tables,
facing the teacher. There’s a very good
reason for this: they are designed so
that teachers can efficiently transmit
information to groups of students. This
made sense when teachers were students’
most accessible information sources. But
in an age in which wireless internet means
we are literally surrounded by information,
we no longer need students in rows facing
the teacher. The pursuit of 21st century
skills – collaborative problem-solving,
IT, information and economic literacy –
require 21st century teaching methods.
The role of teachers can no longer be to
impart knowledge but to guide, discuss
and, of course, measure the progress of
students so that they know when more
support is needed. Today, innovative
schools are designing classrooms for
the pursuit of knowledge, rather than its
conveyance, and even doing away with
them altogether.
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Cramlington Learning Village
in Northumberland, UK, is
rethinking its classrooms by
conducting science classes in an Open
Learning Science Plaza divided into
a set of zones set up for discussion,
research and experimentation.
Students are free to tackle complex
problems, working wherever they
decide they need to be, not where
they’re told to be. The experimental
zone is even equipped with webcams
that allow students to monitor their
experiments over the weekend.
Cramlington’s attitude to learning
space is echoed by Sweden’s
Kunskapsskolan schools, which treat
all space within a school as ‘learning
space’. Thus, there are no corridors
and, by extension, no classrooms.
Students can book particular areas for
meetings or seminars, or just grab a
seat and get some work done.
This way of thinking about
learning space has inspired some
of Sweden’s top architects, but it
can also be implemented in existing
school buildings at no added cost
– the point is not the space itself,
but how you think about it. In fact,
some learning communities are
working without a designated ‘space’
whatsoever – like PLACE, a group
of learners who are affiliated with
Biddenham International School in
Bedfordshire, UK.
Instead, they (and their parents)
organise their own learning – getting
together in groups, commissioning
local experts or teachers to cover
specific subjects or help with
projects, or working entirely on their
own. PLACE is not just a learning
community that extends beyond the
school walls, it is one which lives
outside them.
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These are just a few of the ways
that classrooms are changing,
expanding and even disappearing,
now that we no longer need them
to be knowledge-delivery centres.
In classrooms, as with many things,
the future is flexible.
Image courtesy of Ørestad Gymnasium
negotiables’ and a host of elements
that students can personalise for
themselves – in project-based learning
it is the students, not the teachers,
who are responsible for personalising
the work.
At Matthew Moss High School in
Greater Manchester, UK, students
design their own projects, based on
their own passions, refining their plans
with help from their teachers and
peers – these student-led projects
have included building a catapult,
designing and making t-shirts ‘from
scratch’, building a car engine from
parts, and refereeing a netball match
(this last one chosen by a student
with severe learning difficulties).
Some teachers are taking a
more unstructured approach to this
‘passion-driven’ learning, for example
by giving students half an hour of
‘independence time’ at the start of
the day to pursue whatever they are
interested in, using all the resources
available to them.
Get personal
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Digital technology allows
teachers to keep track of
students’ progress all the
time without spending hours
on marking – thereby creating
unprecedented opportunities for
personalised learning.
One of the most dramatic examples
of this is School of One, a maths
programme being piloted in New
York City, USA. Each morning, every
student is given a bespoke ‘playlist’
of classes, which includes lectures,
seminars, small discussion groups,
computer games and one-on-one
sessions with staff. Nobody needs
to spend any time producing these
playlists: they are generated by
computers based on each student’s
performance on assessments at the
end of the previous day. This way,
students pursue personalised curricula,
while getting the benefits of learning
in groups with their peers. Meanwhile,
their teachers (whose marking
load and planning time are radically
reduced) are able to devote more time
to designing projects and working
with students one-on-one and in small
groups. This is an extreme instance
of the potential for computers to help
teachers personalise learning, but it is
only one of many examples of schools
taking advantage of new technology.
Project-based learning offers
even more radical opportunities
for personalisation, because it
allows students to draw on their
passions, skills, and interests
in order to create work that is
meaningful to them. This works,
because every project has a few ‘non11
In England, when we talk about a child
with ‘special educational needs’, we are
referring to a child with diagnosed learning
difficulties. But the fact is that everybody
has ‘special educational needs’: we
approach problems in our own way, grasp
concepts at our own pace, and respond
differently to different kinds of feedback.
Good teachers have always taken account
of this, but the structure of conventional
schools limits the extent to which they
can personalise learning. In most schools
everyone studies the same thing, at the
same time, in the same way. What is
personalised, generally, is how much they
are expected to understand. This has
come about because when one teacher
is presenting material to a large class and
then personally gauging how much of it
each of them has learned to apply, there is
not enough time to provide each student
with a course of learning tailored uniquely
to suit them. However, this is beginning
to change, partly (though not entirely)
because of digital technology.
Digital technology, projectbased
learning and passiondriven
learning point the way
to completely different ways
of learning in school, in which
students do work that matters to
them, underpinned by frequent
(but unobtrusive) assessment
that ensures that they are learning
the concepts they need to know
as they progress, and that every
student can attain mastery of
these concepts, however long it
takes them to do so.
Image courtesy of Kunskapsskolan
Imagine you have been given an urgent task to do at
work which requires a bit of research. Unfortunately,
you only have 60 minutes of scheduled computer
access today, and it doesn’t begin for another
four hours. You have a smartphone, but you’re
not allowed to use it in the building. What do you
do? It seems obvious that any professional work
produced in this context would be lacking in scope
and accuracy. Technology has revolutionised our
relationship with information in the real world,
and we take for granted our ability to access
it anywhere, at any time. This is even more
pronounced for young people who have grown up
with technology as an integral and ever-present
part of their lives. Today’s students are natural
investigators, researchers and synthesisers of
information. These skills can be put to powerful
use in any classroom: the days of IT as a discrete
subject, taught at designated times in computer
labs, are numbered.
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I
ntroducing technology into learning
can be as simple as lowering an
internet firewall to allow students
to tap into resources on a scale and
depth that no school library could ever
match. And it isn’t just about gathering
information: social networking
sites can encourage peer-topeer
learning and collaborative
research. For example, at the Science
Leadership Academy in Philadelphia,
USA, students run Facebook science
groups containing revision material,
videos, links to articles and discussions
to which other schools can contribute
and use for their own learning.
Online chat, instant messaging
and email can help to strengthen
the student-teacher relationship,
while Twitter hashtags allow students
to collate observations during science
experiments and field trips. Blogging
sites provide an immediate audience
for students’ work that goes far
beyond their traditional audience of
teachers and classmates. At Heathfield
Primary School in Nottingham, UK,
learners as young as five blog about
their lessons, compete for a blog of
the week prize and communicate with
students around the world – with
increased literacy levels, particularly
among boys, as a result.
Some schools are allowing
students to use their phones
in classrooms, harnessing the
communication and research methods
that they use in their everyday lives
and removing the need for expensive
laptops. Schools in Lewisville, Texas,
encourage the use of phones as
learning tools through a Bring Your
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Own Technology programe. During
class, students text questions and
comments which are displayed on
interactive whiteboards for the whole
class to see. This encourages debate
and gives a platform to students who
lack confidence in verbal discussions or
worry about asking ‘stupid’ questions.
At schools like Ørestad Gymnasium
in Denmark, where technology and
pedagogy are inextricably linked,
teachers devote time to educating
students on the use of technology in
learning – developing skills such as
assessing the credibility of sources and
solving complex problems by utilising
the appropriate research tools. The
responsibility for choosing and using
technologies is in the hands of students,
who present work in whichever format
they believe best showcases their
learning – including creating project
podcasts combining audio, text, images
and video. Smartphones are used to
record lessons and science experiments
for later editing and review.
Tap into
students’
digital
expertise
Using technologies in which
students are already well versed
is a powerful way to support
independent, enquiry-based
learning and peer collaboration,
increase standards of written
work and allow for instant and
reflective forms of assessment.
It also has huge potential for
unlocking student engagement.
By integrating technology into
learning experiences, we can better
integrate school into students’ lives,
which means students are more
engaged in their learning inside and
outside of school.
Image courtesy of Lumiar Institute
Get real with
projects
Today, a growing number of young people
are learning by carrying out projects that
require them to carry out research across
subject boundaries, create a professionalquality
product that demands multiple
drafts, and publicly present their work to
their peers, their parents and the wider
world.
14
Aparticularly striking example of
this is the Build San Francisco
Institute, a half-day high school
programme for students interested in
design and architecture. One cohort
of students at the institute worked
on a civic art project to design a set
of tiles to decorate the Port of San
Francisco’s new Pier 14. They were
given just 10 weeks to create the tiles,
from concept to final installation. The
process taught them a range of new
skills: they learnt about the kind of
discipline needed in order to meet real
deadlines, the organisation required to
get the best out of a team, and the
importance of resilience – their work
was initially rejected by the urban
designer who critiqued it, on the basis
that their maritime theme was too
‘vague’, and they had to go away and
come up with a better idea. Today, you
can see their final versions embedded
in the walls at Pier 14.
Projects like this give students
an experience of working in teams,
managing their own time, and
presenting their work to a mixed
audience – all skills that will be
valuable in the workplace. But they
also do more. They open schools up to
their communities, because students
conduct research beyond the school
walls, and local businesses (like Port
of San Francisco) start commissioning
projects of their own. They give
teachers the opportunity to be
designers, creating the conditions for
learning to take place, as well as being
purveyors of knowledge. And, most
importantly, they send a message to
students that learning is important –
not just to their teachers, but to the
host of people they work with on their
projects; not just for young people, but
for everybody; not just in school, but
all the time, and everywhere. Projects
help students develop into lifelong
learners and in this rapidly changing,
digital age, we need people who are
good at learning.
The most effective projects
share three characteristics:
students create numerous drafts
before producing a final product,
there are frequent opportunities
to critique each others’ work, and
the finished product is exhibited
publicly. These three things –
redrafting, critique, exhibition – are
critical, because they instil an ethos of
high-quality work in both students and
staff.
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When well-designed projects are
developed in this way, with input
and feedback from a range of
sources, they enable students
to gain the very skills – such as
commitment, problem-solving and
adaptability – that employers are
demanding from graduates. They
also cross the borders between
subjects, between ‘academic’ and
‘vocational’ learning, and between
the worlds of adults and students.
This is important, because when
you’re an adult, the world never
divides itself up into neat little
categories – that only ever happens
when you’re in school.
Image courtesy of Big Picture Learning
Expect (and help)
students to
be teachers
The job of a teacher is a challenging
one, encompassing a diverse range of
roles and responsibilities. But this does
not mean that teachers have skills and
qualities that belong exclusively to them:
students, too, have long been informally
inspiring, advising, supporting and
offering a listening ear to their friends and
classmates. Indeed, schools are beginning
to recognise the potential of harnessing
and developing these assets in order to
help students to work in complementary
ways alongside teachers, enabling them
to play a more active part in shaping their
own education and that of their peers.
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After all, students often have
a natural sense of what their
peers find interesting, and
can thus act as effective tutors.
The Student Technology Leadership
Programe, run by Jefferson County
Public Schools in the US, organises
camps where students produce films of
historical events, which they then show
to their peers. One pair of 10-year-old
girls chose to tell the story of Claudette
Colvin, a 15-year-old black girl who
became a pioneer of the AfricanAmerican
civil rights movement when
she refused to give up her seat at
the front of a public bus. By focusing
on the experience of a young person
with whom they could all more easily
identify, the girls were able to make this
piece of history seem more relevant to
their classmates. Such an activity has a
clear benefit for the ‘student teachers’
as well: not only must they digest and
understand the subject matter, but
they must also think about how to
present it in a way that will be engaging
and memorable for others, and this
encourages them to think more deeply
about the material.
Students also have much to
offer as mentors and coaches.
The Fife Peer Learning Experiment,
UK, a long-term project in which
primary school students were paired
up to help one another with reading
and mathematics in weekly 1 to 2
hour sessions, was found to have a
transformative effect on students’
attainment, behaviour and levels of
maturity. Results were particularly
positive when weaker readers or less
well-behaved students in the older
age group acted as the ‘mentors’ of
younger students of a similar ability,
significantly boosting their self-esteem
and communication skills. The project
also saw a significant rise in the
numeracy and literacy levels of the
mentors and mentees involved.
Some innovative schools are
giving students a real stake in and
influence over the organisation
and delivery of their education.
The Harris Federation of Academies’
Student Commission on Learning in
south-east London gave more than
one hundred students the opportunity
to work in teams with teachers
to investigate the most effective
approaches to teaching and learning.
Their research culminated in a set of
recommendations that the federation
has committed to implementing.
These include proposed new roles
for students that will enable them
to do things traditionally restricted
to teachers, such as reviewing
and designing key elements of the
curriculum.
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Of course, creating a more fluid
relationship between ‘teachers’
and ‘students’ in the kinds of
ways outlined here is not easy,
and needs to be built on a strong
foundation of mutual respect,
understanding and trust. Yet,
where schools have been daring
enough to share responsibilities
with students in an authentic
and meaningful way, results
have been extremely positive.
Outcomes show improvements
in academic achievement, but
also wider positive benefits such
as an increase in the quality,
frequency and flexibility of learning
relationships – all of which lead
to deeper engagement and the
creation of school communities
that work together to make
education as good as it can be.
Image courtesy of Matthew Moss High School
The challenges of the 21st century place
demands on young people to be good
learners. They need to be resilient learners,
able to make mistakes and learn from
them. To be independent learners, willing
to take ownership of their learning. And to
be flexible learners, ready to use different
learning strategies to navigate and adapt
to a rapidly changing world. If students are
to achieve this they must have effective
‘teachers of learning’, who fully understand
the process of learning – and the best way
for teachers to achieve this is to become
learners themselves.
The most inspiring people are
those who lead by example. It
follows that the most inspiring
teachers are the ones who are
passionate about learning – who are
as excited as their students to learn
the answers to their enquiries, and who
are constantly gathering new insights
and ideas from a range of sources, both
from within the teaching profession
and beyond it.
There are growing numbers of
educators who recognise this fact –
such as the teachers who participate in
Eastfeast’s week-long annual ‘Summer
University’, UK. Here, they learn from
a team of gardeners and artists about
how to create an ‘outdoor classroom’,
in which they can explore the physical
environment with their students
through activities such as growing
edible food.
Teachers have also taken learning
entirely into their own hands by hosting
‘teachmeets’ – informal conferences
in which members of the audience are
chosen randomly to give either twominute
or seven-minute presentations
about education-related topics that
they’re excited about. These are being
organised all over the the UK, and
hundreds of teachers are attending –
not because anybody’s telling them to,
but because they are hungry to learn
more about their vocation.
As in a range of other professions and
disciplines, engaging with research
can also serve as a critically important
force for innovation and improvement
in education. Unfortunately, a top-down
approach to professional development
and a jam-packed timetable have
conspired to discourage most teachers
from keeping abreast of research
developments. To overcome this,
strategies and structures need to be
put in place to make learning through
research, and learning as researchers,
integral to teachers’ work. High Tech
High, a group of charter schools in
San Diego, USA, has addressed this by
creating its own Graduate School of
Education, as part of which teachers
conduct their own research projects,
using their classrooms as laboratories.
Many of these teacher-students go on
to contribute to High Tech High’s own
Journal of Adult Learning in School
.
18 19
Help (and expect)
teachers to
be students
Teachers are busy people, and it
might be argued that lack of time
prevents them from really learning,
evaluating and reflecting upon
their educational practice. And yet
in all of the examples described
here, we see evidence of teachers
collaborating with other teachers
and professionals to expand their
thinking about education. The
desire to learn is strong among
teachers, but it is important that
they are given adequate platforms
– both at a school and system
level – to pursue it. By being
encouraged and supported to
learn, teachers can acquire skills
and knowledge that enable them
to enrich the curriculum and the
student experience, while also
leading the way in cultivating
a culture of learning that the
younger generation can emulate.
Image courtesy of Colegio Cardenal de Cracovia
Assessment matters. What we choose
to assess inevitably determines what is
taught. And how we assess it influences
how we teach it. Therefore, the question
that every educational system must ask is,
“Are we assessing what we want students
to be able to do once they finish school?”
If we want students to leave school
prepared for adulthood, we need to make
sure they have experienced and mastered
the skills they will need in a context that
accurately reflects the world outside the
school walls.
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I
n an age where we have so much
information at our fingertips
through the internet, the ability
to store facts is not as useful as
it used to be. It isn’t a useless skill,
but it has become less relevant in our
digital age. On the other hand, ‘higher
order’ skills, like acquiring, analysing and
synthesising information, are extremely
valuable – as are ‘wider’ skills such as
working well in teams, using initiative,
problem-solving and creativity. These
are the skills that employers are looking
for, and these are the skills we need
for the 21st century. And if we want
our curriculum to teach these skills, our
assessments need to focus on them.
Once we know what to assess, it
becomes clearer which assessment
methods we need to use. In schools,
‘assessment’ has predominantly come
to mean exams – which, for the
most part, test what students have
memorised and can recall. Does the
average exam test for the higher order
skills mentioned above? We don’t think
so. Creating lifelong learners who are
equipped with a whole range of skills
involves a mix of types of learning,
including learning that is self-directed,
collaborative, and enquiry-based.
Measuring a student’s proficiency
when they are learning in these ways
requires richer forms of assessment
such as learning journals, portfolios,
vivas and presentations. Many schools
around the world are operating within
systems that require their students
to participate in national exams - but
this does not need to prevent them
from taking a flexible approach to
assessment. Schools like Discovery 1
in New Zealand and Matthew Moss in
the UK have shown that it is possible
to design an enquiry-based curriculum
which covers the material required
for national exams, without sacrificing
the flexibility that allows students
to choose their own paths through
learning.
What you assess, and how you
assess, are critical to determining
what, and how, young people
learn. How often you assess is also
important. The best assessment
is continuous – good teachers
are assessing all the time, alert to
which students grasp a concept,
which are confused, and which are
simply distracted. Applying the same
continuous attention to written work
is impossible – for humans. But this
is something that computers can do
very well. Organisations such as the
Khan Academy, which offers free online
courses in maths and sciences, have
developed programs that can instantly
tell you not just what questions a
student is getting right or wrong, but
what types of questions the student
struggles with most, what concepts
the student does not yet seem to
have grasped, even how much time a
student is spending on each question.
By giving routine work like this to
machines, we can give teachers more
time to design the curriculum and give
their students serious face-to-face
time.
21
Measure
what matters
The truth is that we don’t always
know how to assess the skills that
young people need to develop, or
the types of learning that will help
them develop these skills. There
is a good reason that so much
assessment tests memorisation:
memorisation is very easy to
measure. 21st century skills are
not so easily measured – but they
are too important to ignore, so
measure them we must.
Image courtesy of Institute of Play
22 23
It is widely recognised that
involving parents in their
children’s education is crucial
– there is a strong association
between family involvement
and student achievement.
Many schools are recognising
the need to work with parents,
in a variety of ways, to help
their students be the best they
can be. And some schools are
going much further than this,
finding holistic and innovative
approaches that form bridges
between the school and
community.
Some schools are engaging
families by inviting them to
regular events where their
children present their work, such as
the student-run project exhibitions at
High Tech High in California. Others
are engaging parents by ensuring they
have a say in how the school is run and
what is taught, with some going as
far as co-creating the curriculum with
parents.
Discovery 1, a primary school in New
Zealand, goes even further: the
curriculum is designed by the whole
community, with workshops taught
by parents who have knowledge in
specific subjects. Parents are seen
as partners in schooling: families can
choose to have days of learning at
home, in addition to parents providing
support and guidance in school to
teachers and learners alike.
In addition to involving parents in
their children’s education, schools
are focusing on whole-family
learning, including literacy, IT, maths
and parenting skills. Some of these
courses are aimed solely at parents;
others, like those provided by Mayfield
Primary School in London during the
last 30 minutes of the school day,
provide space for parents to learn
alongside their children. Parents also
form vital support networks with one
another, often taking their knowledge
into the wider community.
Many schools are recognising the
need to work in partnership with
other services that enable parents
to access information and support,
particularly to improve the life chances
of the most disadvantaged students.
In London, primary schools in Camden
are working with the Tavistock and
Portman NHS Foundation Trust to
offer talking therapies to parents who
need help. Therapists working on site
can identify families in need of support,
many of whom are not registered with
local health services, before they reach
crisis point. Similarly, Harlem Children’s
Zone in New York is an interconnected
programme of schools and social
services which offers schooling and
childcare as well as adult learning and
advice on how to access financial, legal
and medical services to all families in
the area.
Social networking can be invaluable
in fostering school communities,
especially for parents who struggle
to find time to be involved in school
activities. Facebook is a useful tool
for displaying students’ work, giving
parents a window into the classroom
and acting as a prompt for discussions
around classroom topics at home.
The site creates a constant dialogue
between parents, teachers and
students, keeping parents informed and
engaged at all times and bridging the
gap between school and home.
Strengthening relationships
between schools, parents and
the community enhances student
engagement, behaviour and
achievement, improves outcomes
for families and builds social
capital in communities. Schools
that are embracing this approach
have become shared spaces with
resources that the community
has access to and ownership
of – making the school into an
institution with genuine reach and
impact beyond its walls.
Work with
families, not
just children
Image courtesy of Discovery 1
25
‘Student voice’ – that is, giving students the opportunity to
have a say in issues that affect them, has come a long way since
the experiments of a few radical schools in the 1970s. Many
schools now boast student-led School Councils, for example,
and one might argue that students have more control over their
education than ever before. However, it remains the case that
very few students are involved in key strategic decision making
in their school, and fewer still at a regional or national level. But
increasingly, educators are cottoning on to the potential this
has to change both the experiences of students, and the entire
education system.
Allowing students to have control
over their education helps
them to feel valued, to have
a stake in their school and to take
ownership of their learning. There
is growing evidence that it can also
improve engagement and attainment:
when comparing achievement,
attendance and exclusions across
similar schools those that promote
true student participation fare
better. Scandinavian countries have
long had a culture of participation at
the heart of their education systems.
It is often mandatory for students to
be represented on governing bodies
of their schools, for example. Finland,
top of the international studentperformance
league tables, has
students not only making strategic
decisions at a school level but, via
consultations with policy makers, also
taking their voice right to the top to
influence national decision making.
In the UK the UNICEF UK Rights
Respecting School Award (RRSA)
initiative, operating in over 600
schools, encourages schools to place
the UN Convention on the Rights of
the Child at the heart of their ethos
and curriculum. It has demonstrated
an improvement in child well being, a
decrease in bullying, an improvement
in achievement and participation, a
positive effect on attitudes and a more
inclusive, caring school atmosphere.
Participation in high-level strategising
and decision-making also helps
students to gain the attributes that are
more in demand in the 21st century.
Attributes such as social responsibility,
cross-cultural sensitivity and emotional
intelligence are all fostered by actively
engaging in student participation.
Roles in democratic structures give
experience of balancing individual
needs with those of your peers and
considering the bigger picture when
making decisions, both of which are
beneficial to students entering the
world of work.
Getting involved in governance at
school also helps students to see the
benefits of citizenship, and may help
young people be more interested
and active citizens as adults. This is
particularly relevant because many
countries are experiencing not
just disengagement in school, but
disengagement in society as a whole,
manifested most obviously in declining
voting turnouts from young people.
What we are talking about is
not tokenistic involvement. It’s
not about students having a
say in minor decisions, such as
dress codes or dinner menus.
Fundamentally, this is about giving
students real power over strategic
decision making at all levels. We
need to recognise that students
aren’t just passive recipients in
their education, but potential
partners in learning. If we do this
we will foster school cultures
where everyone participates in
education and learning.
Power to
the student
24 Image courtesy of School of One
26
When people are presented with
examples of innovative practice from
their field, such as the ones we’ve
presented here, they usually react with
some combination of three responses:
1. These are really inspiring!
2. These all sound great, but they
would never happen in my
school/town/country.
3. Enough with the innovation! We
educate children perfectly well
already.
If we have inspired you, we’re
pleased – and we’ve got some advice
about what you can do next.
If we’ve made you feel dispirited
about your own situation, remember
that the examples in this publication
can be implemented on many different
levels. Some, such as giving students
‘independence time’ (page 11) can take
place in a single class without getting
permission from anyone else, and
others, such as attending teachmeets
(page 19) are all about individual
teachers taking control of their own
professional development. It’s true that
many other examples require support
from headteachers, or even national
leaders, in order to take place – but
that’s no reason not to do what you
can, wherever you are.
If you’re not interested in
‘innovation’ in education at all, then
you’re not alone. And although
innovation is clearly of interest to us at
Innovation Unit, fundamentally what
we do is find solutions to challenges
– which is what we are talking about
here. It is generally acknowledged
that a world changing as rapidly as
ours presents us with the challenge
of preparing our young people for an
uncertain future.
27
So what next?
What we’ve proposed here is no
more than a set of solutions to this
problem.
So what now?
There is no single recipe for
educating young people for the 21st
century. So, whether you’re a teacher,
a parent, a student, a policymaker, or
just somebody interested in education,
you can get involved with refining
ideas like the ones in this publication
and developing brand-new ones.
The first thing to do is to find out
about more about what’s happening
now, and get involved with the global
conversations that are already taking
place about the future of education.
You can find out more about all
the examples in this publication by
Googling them, and you can find a
short guide to blogs and Twitter on
the next page.
Then, start experimenting: try out
some of the ideas in this publication,
or try something you read about on
a blog, and see what happens! Some
experiments will succeed, some will
fail, but you (and the young people
you’re working with) will learn from all
of them.
Image courtesy of High Tech High
To find out more about our
work in education visit
www.innovationunit.org/knowledge/
our-ideas/21st-century-education
Or contact Alec Patton
alec.patton@innovationunit.org
+44 (0)20 7250 8087
We are the Innovation Unit for public services. We have a strong track record
of supporting leaders and organisations delivering public services to see and do
things differently. They come to us with a problem and we empower them to
achieve radically different solutions that offer better outcomes for lower costs.
We are a not-for-profit social enterprise and we work to influence public debate,
re-shape public policy and transform public services.
To find out more about our work please visit our website at:
www.innovationunit.org
Or get in contact with one of our Managing Partners:
John Craig
john.craig@innovationunit.org
020 7250 8091
Matthew Horne
matthew.horne@innovationunit.org
020 7250 8084
Innovation Unit
CAN Mezzanine
49-51 East Road
London
N1 6AH
020 7250 8098
contact@innovationunit.org
About us
