Contemporary Trends

Focus on the Future

As this week's course material informs us, the world is changing at a staggering rate. It is as hard for me to believe some of the predictions outlined in the readings and videos, as it was for our parents to believe some of the technology in 'The Jetsons". But here we are - using personal communication devices, riding hoverboards and getting all the daily nutrition we need from a single tablet. 

When reading the OECD’s Trends Shaping Education 2016 , we are told that as the world becomes increasingly interconnected, urbanisation is increasing rapidly. With urbanisation comes increased risks such as overcrowding, financial crises, unemployment, crime, inadequate intrastructure, lack of fresh food and water, and so on. 

KPMG’s Global Megatrends animated infographic informs us that by 2030, 60% of the world will be living in cities, predictions rising to 70% by 2050. These are vast megacities with populations many times larger than that of our entire country. The OECD asks “Are cities the new countries?” Cities are now capable of self-sufficiency. They are becoming more generic for the convenience of those living in them and across them globally. If you were dropped in to a megacity blindfolded, would you immediately be able to tell if it was Shanghai or Chicago? It is only by travelling out of the cities that you will see the personality of a country begin to show.

People move to cities for many valid reasons: employment, education, healthcare, cultural diversity, etc. As these centres grow, so does the demand for services and products. Increased production of products and provision of services creates higher levels of pollution, waste and CO2 emissions. The hospitality industry alone is responsible for inconceivable amounts of food waste and single use plastic pollution. The KPMG video informs us that 80% of the entire world’s energy is consumed by cities, and they produce 80% of all emissions.

Cue future-focused education.

The focus of education is shifting from knowing the parts of a sentence and memorising the order of the planets, to being able to solve real life problems and collaborate with others to find solutions. The integration of 21^st century skills and STEM subjects prepares our students for the potential risks of an overcrowded and demanding society. Most countries are now implementing programmes rich in Science, Technology, Engineering and Maths. Many are including creativity, critical thinking and innovation. In his Ted talk, Sir Ken Robinson  reminds us about the power of creativity, and how many ’highly talented, brilliant, creative people think they’re not, because the things they were good at at school wasn’t valued, or was actually stigmatised.’ So, I am more than happy for STEM to become STEAM and develop creativity of the Dreamer through the Arts and innovation.

Before I began Mindlab, I had never heard of the ITL rubrics, but I now find they are an integral part of my planning and discussions with my students. The World Economic Forum provides an extended and extremely useful list of skills, qualities of character and competencies.

How does this manifest itself in little old Taupo? Anyone who tries to travel across the control gates bridge from Nukuhau in the morning, or during the Christmas break, will attest that urbanisation has taken effect even in our small community, and our infrastructure is becoming woefully inadequate. The need for better roading and another bridge over the river was discussed, and even planned for, over a decade ago. Let’s scale that up to Hamilton and Auckland. The same discussions – roads and bridges. And this is in our tiny country of 4.5 million people?

KPMG states that keeping up with infrastructure is vitally important when addressing the potential risks associated with rapidly expanding urban centres.

A good start is with STEAM programmes in primary schools. Let the students build structures out of marshmallows and toothpicks or straws and newspaper – it might only support a ball today, but one day it could be a bridge or a housing complex. Encourage them to experiment with marble rolls. They could be tomorrow’s public transport systems. Your expert slime maker could be the roading surface expert of the future.