Why schools should teach the curriculum of the future, not the past
Schoolchildren use their XO laptops outside Laura Vicuna school in Laguna de Apoyo, Granada, Nicaragua. Robots,artificial intelligence, automation – no longer the stuff of science fiction movies. Overwhelming evidence shows the shift in what the workforce needs is already underway and that it will continue to grow much larger in the future. All around the world, leaders from government and industry debate the future of work and the changes brought by technology and automation. Despite this, the world is not reacting fast enough to update our system of education. According to analysis of 750 occupations by the McKinsey Global Institute, 51% of job activities are highly susceptible to automation – and that’s through adapting currently demonstrated technology alone. It’s also important to note that these activities span jobs across industries as well as skill and wage levels. This indicates that automation is much less likely to lead to the mass unemployment predicted by alarmists but is almost certainly going to necessitate the redefinition of most occupations and requisite skills. US Bureau of Labor Statistics, 2014 US Bureau of Labor Statistics, 2014 Image: O*Net, McKinsey What are we doing to prepare future generations to thrive in this changing landscape? A student that begins primary school today will graduate from university in the mid-2030s and their career will last through 2060 or beyond. While we can’t predict exactly what our workforce’s needs will be in in the middle of the century, we already know they are changing and will continue to change with the rate of technological advancement. Yet, in most schools you visit in 2018, you see teachers teaching the exact same subject matter as they taught in 1918: reading, writing, math, science, history and foreign languages. Debates about the future of education centre on changing how we teach, […]
