Enabling strategic foresight to guide education through the future requires inter-disciplinary thinking within and beyond the traditional boundaries of schools and higher education. Now any discussion on future readiness and orientation needs to recognize the potential impact of AI. Discussion across multiple continents and sectors is no longer about how AI might transform humanity, but more on how AI is transforming humanity.

In a world of ‘hype, flash and dash’, it can be easy to dismiss the impact, short or longer term, that AI is having on our lives. But one thing is for sure. The need to radically change education all the way through from primary to adult is as much an imperative now, as it has been for the last two decades.

MED will now convene a set of initiatives to explore how to take the opportunities presented by some forms of AI to advance education now to meet the radical changes of the future. Starting in Australia, plans are underway to continue through dialogue with key people in Europe, North and South America, and Africa.

Interview clip, March 2023, Mexico

https://vimeo.com/780710630

Password: CEPMARSH

Interview with David Marsh and Javier Barbero Andrés, Director del Centro del Profesorado de Torrelavega, Spain.

Talking CLIL – Present and Future

Talking Competencies

Talking Cantabria

Future-ready schools are now developing globally. Charting the future means having a clear vision and strategy on how to get there. This involves recognizing existing strengths and past successes, and adapting these so that schools enable students to have knowledge, competences and skills for the world of tomorrow.

Leaders of future-ready schools know that children now starting school now will likely end their working lives around 2080. Parents increasingly see that the world of work is dramatically changing
and that their children need a school to provide learning experiences that they themselves did not have when they were at school.

School leaders recognize that these new generation parents are increasingly active in questioning the old school models, and are making decisive choices often at considerable cost about where and how they want their children to study, learn and develop for their future lives.

360° is about re-shaping our schools today so they embrace the future, pedagogically strong, financially secure, and sustainable. Extending over about two months the 360° process enables
leadership to:

• Engage with external evaluation of existing operations which identifies strengths and any shortcomings
• Consider strategic and practical steps to become future-ready, stronger and even more successful.

The 360° process involves two stages:

• Diagnostics
• 3-5 Year Strategic Foresight Plan

Diagnostics

The Diagnostics focus on

• Where are we now?
• Where do we want to be?

according to 70 Key Development Indicators (KDI’s) covering aspects of the school as a professional community, teaching and learning, image and branding, and future-readiness.

Strategic Foresight Plan

The Strategic Foresight Plan focuses on

• What do we need to do now to be a high-performing School
  of the Future?

The plan describes actions that can be taken in the school to strengthen any Key Development Indicators which are identified by the external experts, in agreement with school leadership, as
needing attention to ensure future readiness.

In the 1970s interdisciplinary learning emerged and quickly became controversial. Now, 50 years later, especially after the expansion of hybrid teaching during the pandemic, it is rapidly becoming a signature educational driver in leading edge schools and colleges.

Interdisciplinarity is central to academic innovation because many subjects in schools and discipline-based degrees do little to develop the social and analytic competences needed for contemporary life and career development.

MED is providing professional development training for academics in North America to develop interdisciplinary learning experiences, and for teachers across Europe through phenomenon-based learning.

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Interdisciplinariedad – El Nuevo Zeitgeist Educativo

En la década de 1970 surgió el aprendizaje interdisciplinario y rápidamente se convirtió en un asunto controvertido. Ahora, 50 años después, especialmente después de la expansión de la enseñanza híbrida durante la pandemia, es un elemento educativo característico en las escuelas y universidades de vanguardia.

La interdisciplinariedad es fundamental para la innovación académica porque muchas materias en las escuelas y títulos basados en disciplinas hacen poco poe desarrollar las competencias sociales y analíticas necesarias para la vida contemporánea y el desarrollo profesional.

MED brinda capacitación de desarrollo profesional para académicos en América en el desarrollo de experiencias de aprendizaje interdisciplinario y para maestros en toda Europa a través del aprendizaje basado en fenómenos.

Event opening speech for NIS centre of Excellence, Kazakhstan in seminar on teaching, artificial intelligence and the future.

Event opening speech at University of Guadalajara, Mexico on how experience of the pandemic provides opportunities for change management processes in higher education.

July 2021, Spanish sub-titles, 17 mins