The document discusses what it means to be educated in 2050 compared to 1950. It outlines changes in technology, society, skills needed, and purposes of education. Some key points include: - Education in 1950 focused on reading, writing, arithmetic while in 2050 it may focus more on skills like complex problem solving, creativity, collaboration as knowledge becomes more distributed. - The purposes of education are debated but may include developing intellect, creating caring citizens, preparing students for the workforce, or some combination. - Future trends discussed include advances in health, AI, cities, transportation as well as new measures of learning like knowledge creation, systems thinking, cognitive persistence.

1. What will it mean to be
educated in 2050?
derek.wenmoth@core-ed.org
@dwenmoth #corebreakfast

2. Much has been wri.en and a lot spoken about
learning for the 21st Century, much of which is
defined by references to the changes in technology,
learning spaces and society – but what, in the end,
will differen@ate an educated person in 2050 from
an educated person in 1950? What has changed
and is likely to change? How should this affect our
view of schools and schooling, and of learning, and
of our educa@on system as a whole? What are the
drivers of this change? What are the ‘trends’ we
currently see in educa@on and are these the things
that are actually required to contribute to
developing the educated ci@zen of 2050?

3. NZ in the 1950s
• Baby boom
– Popula@on reached 2 million (Sept, 1952)
– More than 125,000 immigrants se.led here
– Many new schools built
• Britain’s farmyard
– 90% export earnings from farming
– Sheep numbers rose 40% in the 1950s
• By 1959…
– 54% dwellings had refrigerator
– 57% had a washing machine
– 14% dwellings s@ll had no piped water
– 19% dwellings s@ll without flush toilet
• Communica@ons
– ‘snail mail’ – 200 million le.ers per year
– 24.5 air mails
– 8 million telegrams
– 1440 Post Offices na@onally
– One landline per five people – many party lines

4. The curriculum - 1955?
• Reading, wri@ng and arithme@c
• Military drill (secondary)
• Phys Ed
• Civics, ci@zenship and moral training
• Woodwork (boys), Homecraa (girls)

5. What will life be like in 2050?
• 9 billion people on the planet
• What will ci@es be like?
• What will we eat?
• What forms of transporta@on will we use?
• Will global warming trigger catastrophic
changes?
• Will robots have taken over the workforce?
• What advances in health will there be?

6. Future of communica@ons?

8. Future health?
h.p://bit.ly/21wroT9

9. Ar@ficial intelligence?
h.p://www.theverge.com/2016/3/9/11184362/google-alphago-go-
deepmind-result

10. Future Ci@es?
h.p://bit.ly/1UhTp1u

11. Flying cars?
h.p://bit.ly/22odzZl

12. Robot teachers
The kind of things that are easy
to teach are now easy to
automate, digi@ze or outsource
h.p://bit.ly/1LscdZB

13. Changes in the demand for skills
Trends in different tasks in occupa7ons (United States)
35
40
45
50
55
60
65
70
1960 1970 1980 1990 2000 2006 2009
Routine manual
Nonroutine manual
Routine cognitive
Nonroutine analytic
Nonroutine interpersonal
Mean task input in percentiles of 1960 task distribution
Source: Autor, David H. and Brendan M. Price. 2013. "The Changing Task Composition of the US Labor Market: An
Update of Autor, Levy, and Murnane (2003)." MIT Mimeograph, June.

14. 14 companies – 25 billionaires
h.p://onforb.es/1U6FRGT
Taxi service
Smartphone maker
Room rental
Data mining
Drones
Scrapbooking
Online commerce
Taxi service
Online bookseller
Employment
Blood tes@ng
Messaging
Threat detec@on
File sharing

15. What’s so interes@ng?
• 1,810 billionaires worldwide (Forbes, March, 2016)
• 18/25 are under 30
• Their business model is completely different
• Crowd sourced ideas
• Widespread growth through social media
• How many of these ‘industries’ existed ten
years ago? Or even five?

16. The Future…
• Food supply
• Water
• Cryogenics
• Nano-technology
• Cultural assimila@on
• Human rights
• Poverty
• Religious intolerance

17. New skillsets required
New skillsets for the knowledge economy…
• Complex problem solving
• Innova@on and crea@vity
• Communica@on and collabora@on
• Designers and creators – not passive consumers

18. The 10 skills most valued by employers
• communica@on skills
• customer service skills – in person, on the phone, and online
• ability to work well in a team
• literacy and numeracy skills
• confidence learning about and using computers and
technology
• planning and organisa@onal skills
• ini@a@ve and a can-do antude
• problem-solving skills
• good work habits and independence
• health and safety skills.
According to Business New Zealand, the top 10 skills
employers look for are:
h.p://bit.ly/1pvGZHc

19. Purposes of Educa@on
1. To develop the intellect, presumably including
linguis@c, mathema@cal and analy@c
capabili@es.
2. To produce competent, caring, loving, and
lovable people.
3. To create and sustain a democra@c society
4. To invest in producing future workers for the
workforce and, ul@mately, corporate profits.
Rather than a.emp@ng to define what it means to be well-
educated, should we instead be asking about the purposes of
educa,on?
Alfie Kohn - h.p://www.alfiekohn.org/

20. Student expecta@ons
Washor, E and Mohkowski, C (2013) Leaving to learn
Do my teachers really
know about me and
my interests and
talents?
Do I find what the school is
teaching relevant to my interests?
Do I have opportuni@es to apply what I
am learning in real world senngs and
contexts?
Do I feel appropriately challenged
in my learning?
Can I pursue my learning out of the
standard sequence?
Do I have sufficient @me to learn at
my own pace?
Do I have real choice
about what, where and
how I learn?
Do I have opportuni@es to
explore and make mistakes?
Do I have opportuni@es to engage deeply in
my learning and to prac@ce the skills I need
to lean?

21. Educa@on’s two faces
“Hard Skills”
• Academic success
• Achievement focus
• ‘Subjects’
“Soa Skills”
• Competencies
• Disposi@ons
• Values

22. Global network
NPDL Clusters located in seven countries
around the world working together to design
deep learning, develop new pedagogies that
enable deep learning, and improve learning
conditions that expand deep learning.
Uruguay
Canada
USA
Finland
Australia
New
Zealand
Netherlands
New Pedagogies for Deep Learning

23. Deep Learning Competencies – 6 C’s
CHARACTER
Learning to deep learn, armed with the
essential character traits of grit, tenacity,
perseverance, and resilience; and the
ability to make learning an integral part of
living.
CREATIVITY
Having an ‘entrepreneurial eye’ for
economic and social opportunities, asking
the right inquiry questions to generate
novel ideas, and leadership to pursue those
ideas and turn them into action.
COMMUNICATION
Communicating effectively with a
variety of styles, modes, and tools
(including digital tools), tailored for a
range of audiences.
CITIZENSHIP
Thinking like global citizens, considering
global issues based on a deep
understanding of diverse values and
worldviews, and with a genuine interest and
ability to solve ambiguous and complex
real-world problems that impact human and
environmental sustainability.
COLLABORATION
Work interdependently and synergistically in
teams with strong interpersonal and team-related
skills including effective management of team
dynamics and challenges, making substantive
decisions together, and learning from and
contributing to the learning of others.
CRITICAL THINKING
Critically evaluating information and
arguments, seeing patterns and
connections, constructing meaningful
knowledge, and applying it in the real
world.

24. New Measures?
• Knowledge Crea@on
• Working with
abstrac@ons
• Systems thinking
• Cogni@ve persistence
• Collec@ve cogni@ve
responsibility

25. Knowledge Crea@on
• Knowledge is not an object,
but a series of flows; it is a
process, not a product
• It is produced not in the
minds of people but in the
interac@ons between
people
• The idea of acquiring
knowledge, as a series of
truths, is obsolete

26. Working with abstrac@ons
• Conver@ng the abstract to
the concrete remains an
honoured part of teaching
• Applying disciplinary
knowledge to real life has
always involved abstrac@on

27. Systems thinking
• Problems becoming more
complex – many more
variables
• Solu@ons require intui@on,
dealing with hunches

28. Cogni@ve persistence
• Sustained study and
pursuit of understanding
• Comprehending long texts
• Following extended lines of
thought
• Sustained crea@ve effort

29. Collec@ve cogni@ve responsibility
• Moving beyond
‘collabora@on’
• Already essen@al for
design teams, research
teams, planning teams
• Involves turning
cogni@ve responsibility
over to students

30. Urgency
How are these
things catered for
in your school?
How do you know?

31. Our legacy…?
“Children are the living message
we sent to a time we will not see”
Neil Postman

33. derek.wenmoth@core-ed.org
@dwenmoth #corebreakfast