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.
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
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
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.