together - The Virgin STRIVE Challenge 2018 · parents and communities to business leaders .The intention is to provoke inspiration, thoughts, and discussion as you spend time with

reimaginingeducationtogether

reimaginingeducationtogether

Learning from global pioneers who are rethinking educationto help young peopleand society thrive

BIGCHANGE.

an introduction...Through Big Change’s work with our UK pioneers we know that to create

really big change we need to work with the many other brilliant people and

organisations out there to reimagine education together.

Over the past year we have started work on a call for a new optimistic vision

of support for young people. One that unlocks the potential of the next

generation, and equips them with the beliefs, skills, knowledge and values

they need to thrive in life and play a positive role in the world around them.

Here we give you an insight into our emerging thinking and a view of some

pioneers challenging the status quo in their local communities and regions

around the world. This is just the beginning and we will be publishing a report

and priorities for system change later in the year. You get a sneak preview!

Big Change will happen when we see that all of us have a role to play - from

parents and communities to business leaders .The intention is to provoke

inspiration, thoughts, and discussion as you spend time with your fellow

Strivers in the coming weeks.

We look forward to talking more as we strive, Essie x

big-change.org bigchange. ii

The current model of education is outdated. We need to rethink the way we teach and inspire young people and anticipate the skills they’ll need in the future.

– Richard Branson

/Con

tent

s/ 01 A moment & mandate for change

03 Why change is so urgently needed

05 How change can happen (incremental vs big change)

10 Vision for change (8 Great Leaps)

12 Everyone has a role to play

14 Pioneer stories

32 To think about: your role

33 Big Change: our role

35 Contributing hearts and minds

A big thank you to some of the partners who have helped shape our

thinking so far, many from the goodness of their hearts!

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a moment & mandate for change

The world today is more complex, more connected

and more volatile than ever before. It is filled with huge

possibility but also new responsibility. We need more

from our systems of learning than ever before, yet we

have unwittingly narrowed education’s purpose, scope

and impact. We have a new opportunity and a vital

responsibility: to reimagine education together.

Education is our greatest lever for change, impacting

the lives of millions of young people around the globe

and the world we live in.

Today we have the capabilities to equip all young

people with the beliefs, skills, knowledge, experiences

and values that will help them thrive individually and

contribute meaningfully to the society we share.

This isn’t a ‘teacher problem’ it’s an ‘everyone

problem’. There are brilliant educators, businesses

and communities who are leading the way. They are

making a clear and positive impact on the lives of

learners. But these changes are largely occurring

without the support of the systems they are part of.

Young people, society and the planet require a big

change to thrive in the 21st century. To create this we

need to work together. There is no one solution that

fits all, and we all have a role to play.

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We imagine an approach to education that is:

As interdisciplinary as the problems and opportunities we face

As innovative as the inventions and solutions we need

As inclusive as the world we want for all our children

As broad as the dreams we have for our future

As unique as each one of us

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why change is so urgently needed

Despite the best efforts of the people involved, the current system of

support is too often failing to meet the needs of young people, educators

and business in a fast changing world.

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YOUNG PEOPLE IN CRISIS

62% of college students reported feeling “overwhelming anxiety” in 2016.

(American Institutes for Research, US)

46% of 18 to 22-year olds report sometimes or always feeling alone and 47% feel left out.

(US Loneliness Impact Survey, CIGNA)

UNTAPPED POTENTIAL

84% of young people want to make the world a better place but few feel equipped to do so.

(Delloitte Millennial Survey)

58% of teenagers in the UK felt negative media made them less active in their community.

(Generation Citizen report)

STRUGGLING TEACHERS

The number of teachers seeking mental health support has risen by 35% in the past 12 months.

(Education Support Partnership)

80% of teachers have seriously considered leaving the profession in the past 12 months due to workload.

(National Education Union)

EDUCATION SYSTEM FALLING SHORT

Experts predict that by 2030, 825 million children will reach adulthood without basic secondary school level skills. It would take a century for the most marginalised to catch up.

(Brookings Leapfrog Education report)

88% of employers believe school leavers are not prepared for the workforce.

(British Chamber of Commerce

Workforce Survey)

Our education systems must move from batch processing and ranking students to understanding and nurturing the full potential of every single individual. All children deserve to be known and nurtured, and in doing so we give ourselves the best chance to cultivate the broad range of talents we need to thrive individually and collectively

– Todd Rose, Director, Harvard Graduate School of Education: Mind, Brain, and Education Programme; Author, The End of Average

big change

Big change means redefining success: Setting young people up to thrive in life,

not just exams. Some of the key elements of thius new reality are:

From early years onwards – how they can thrive emotionally, physically and socially, as well as cognitively.

Students have the knowledge, skills, and dispositions to thrive in the work they love.


incremental change

But tinkering with the current system in this way has been

shown to be insufficient. These are only surface responses

to a much deeper set of problems. We need to redefine the

problem and we need much more powerful solutions.

We need big change.

at the current rate of progress it will be 50 years to reach an equitable education system

– The Education Policy Institute’s report ‘Closing the Gap’

Traditionally we have made small changes that respond to

the symptoms of the problems in schools and education:

Improving how we teach the current curriculum

Using technology to improve the existing system

Failed and one-off programmes that focus

on developing a child’s ‘character’

New ways of measuring success of a dated system


Prepared for working life

Purposeful and sustainable lives

Long term strategy design

Recognising the whole child

Real world problem solving

Tailored learning experience

Providing the chance to learn through real-world context both inside and outside the classroom.

Demonstrating the value of community and the environment.

For every young person that recognises individual needs, interests, and passions.

Engaging multiple stakeholders in long-term strategy about learning, that is relevant and adaptive.

Narrow student

outcomes through

academics in core

disciplines

Inequitably low and

unchanging

Obedient, passive

recipients

Fixed, classroom-based

Alone - one person,

many hats

Passive customers

Fragmented and

inequitable

Peripheral

Broader, more holistic

student outcomes.

Through deep, cross-

disciplinary learning

High for every child

Active drivers of learning

and community

Flexible, personalised,

anywhere

Together - many people,

many hats

Active partners

Interconnected and

equitable

Embedded


vision for change

In the spirit of celebrating the great work of others… We love

Transcend’s Eight Great Leaps, designed to move from ‘old school’

to models that meet 21st century demands of education.

FOCUS OF SCHOOL

EXPECTATIONSFOR CHILDREN

LEARNERS’ ROLE

LEARNING MODES

EDUCATORS’ ROLE

FAMILIES’ ROLE

SCHOOL COMMUNITY

TECHNOLOGY USE


OLD SCHOOL MODEL 21ST CENTURY DEMANDS 21ST CENTURY DEMANDSOLD SCHOOL MODEL


educators are elevated in status and

empowered to teach in the ways that

work best for their students and are

reconnected with the passion and

purpose that led them to take on

this critical role.

fundersare collaborating extensively and

creatively— supporting research,

learning and innovation.

our global society is more prosperous and more equitable

supported by our collective wisdom,

creativity, and a deep shared humanity.

Administrators and policy makers

are bravely focusing on the long-term needs

of both young people and society, and are

actively supporting constant learning and

improvement in our systems of education.

leaders create a supportive environment

for educators to learn, share and develop.

Building powerful partnerships with

parents, communities and business, to help

students thrive in the long-term.


Every child and young person

is included, valued, and supported in

their roles as both students and teachers.

Each one is encouraged to reach the

tremendous potential they embody.

Parents & caregivers are a powerful positive force

shaping learning in and out of the

classroom, and they see the

impact their presence provides.

Communitiesare hubs for local engagement that

take advantage of the rich learning in

the places and people around them

to learn, contribute, and meet the

future together.

business are looking for opportunities to be an active

participant and partner in the education

system - creating demand for new skills and

ways of learning, helping a broad range of

people progress in life and work, and

developing talent in the actual workplace.

everyone has a role to playA learning ecosystem working together

Some examples of pioneers who show what reimagining

education looks like in practice:


pioneer stories

3DE by Junior Achievement, Atlanta, USAEducation for every dimension of life

Swinburne University, AustraliaWorking collaboratively with stakeholders to build a labour force

Prepared for working life

Green School, IndonesiaConnecting learning to the natural environment

Naturally Smart, Global Growing the capabilities of places, communities and streets

Purposeful and sustainable lives

Education Conversation, Aotearoa, New ZealandEngaging a broad group of stakeholders in a big conversation

Curriculum Redesign, British Columbia, CanadaCo-developing a curriculum fit for the future

Long term strategy design

School 21, London, UKRedefining success in a 21st century school

The MET Center, Rhode Island, USALearning through passions and interests beyond school

Dream a Dream, IndiaFocusing on life skills to help disadvantaged young people

Place2Be, National, UKBuilding schools capability to support emotional wellbeing

XP School, Doncaster, UKReal world learning through visceral experiences to solve problems

African Leadership University, Africa Elevating ethical leadership and entrepreneurialism

Century Technology, UKUsing machine learning to improve educational attainment

Recognising the whole child

Real world problem solving

Tailored learning experience


There is tremendous energy, hope, and ideas residing in every parent, teacher, student, administrator, community member. The future of education – dare I say it, the future of learning – is about finding potent new ways to unlock that human potential and energy for the benefit of all.

– Keith Yamashita, Founder and Chairman, SYPartners

School 21, London, UK

When we started at School 21 barely any of us were confident in speaking to our own class. Now teachers do not need to prompt us to stand up, speak or ask questions. it’s just what we do.

– Elias Student, Year 10, School 21

WHAT DOES IT AIM TO DO?In 2013 School 21 opened as a new,

state-funded, mixed 4-18 school

in the UK to prepare children

for success in the 21st century.

They saw the need for schools to

rebalance head (academic success),

heart (character and well-being) and

hand (generating ideas, problem

solving, making a difference).

PIONEERING FEATURESSchool 21 specialises in oracy

skills, ensuring that all students

become fluent writers, avid readers

and eloquent speakers. Public

exhibitions are attended by a wide

range of community members,

politicians and journalists, giving

students the opportunity to present

their most beautiful work and talk

about their learning and progress.

Recognisingthewholechild

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Dream a dream, indiaFocusing on life skills to help disadvantaged young people

navigate challenges and ‘change the script’ of their lives.

When young people come from places of adversity and vulnerable backgrounds, they need life skills to overcome those challenges.

– Suchetha Bhat CEO, Dream a Dream

WHAT DOES IT AIM TO DO?Dream a Dream empowers

young people from vulnerable

backgrounds to overcome adversity

and flourish in a fast-changing world

by equipping them with creative

life skills, and adaptive and positive

behaviours.

PIONEERING FEATURESThe ‘After School Life Skills

Programme’ is an innovation

lab which uses sports and arts

to develop and engage critical

life skills. The ‘Career Connect’

program equips 14-19 year olds

with information, skills and access

to opportunities to make a healthy

transition to adulthood through

career advice, language and

financial education.

The MET Center, Rhode Island, USALearning through passions and interests beyond school, one student at a time.

We learn best when we care about what we are doing, when we have choices. We learn best when the work has meaning to us, when it matters. We learn best when the work we are doing is real and relevant.

– Dennis Littky Founding Head Teacher, The MET School.

WHAT DOES IT AIM TO DO?The Big Picture Learning design

connects learning to the real world

as well as individual passions and

interests. The ‘Met’ School is ‘The

Mothership’ of the network and has

been putting students at the center

of their own learning since 1995.

PIONEERING FEATURESLearners gain community

experience working alongside

mentors. Placements range from

City Halls to the local skateboarding

shop and involve an extensive

project that has value for both the

student and the real world.

big-change.org bigchange. 1615 bigchange. big-change.org

REALWORLDPROBLEMSOLVING


Place2be, UkBuilding the capabilities of schools to improve the emotional

wellbeing of their staff, students and families.

I came to Place2Be for one year because my dad left. I couldn’t talk to my mum about it. It helped a lot. I used to be really shy. I’m not shy at all now!

– Place2Be participant.

WHAT DOES IT AIM TO DO?Place2Be works inside schools to

improve the emotional well-being of

children, their families and the whole

school community. They provide

emotional and therapeutic services

in primary and secondary schools

to build children’s resilience through

talking, creative work and play.

PIONEERING FEATURESGiving children the chance to

explore problems through talking,

creative work and play enables

them to cope and make better

informed decisions about their lives,

helping to prevent more serious

mental health and behavioural

problems in later life.


African Leadership UniversityElevating ethical leadership and entrepreneurialism in Higher Education

Africa has tremendous potential. But we’ve been held back by one thing, and that’s the quality of our leadership.

– Fred Swaniker, Founder of ALU

WHAT DOES IT AIM TO DO?Challenge students to declare a

mission for their life, not just an

academic focus. It provides a

holistic experience designed to

develop the next generation of

ethical and entrepreneurial African

leaders by exposing students to

the grand challenges and

opportunities of our time.

PIONEERING FEATURESALU focuses on interactive and

interdisciplinary learning around the

key problems Africa faces. Students

learn virtually from global experts,

with teachers as coaches supported

via peer-to-peer learning, employer

partnerships, skills development and

student-driven experiences.

XP SCHOOL, DONCASTER, UKLearning together through visceral experiences known as ‘expeditions’.

At XP we all have a common goal and that’s to get to the top of the mountain. It’s basically a metaphor for us all achieving our goals and we all do it together so if someone falls behind we don’t just leave them, we help them achieve what they want as well.

– XP student

WHAT DOES IT AIM TO DO?XP School is a personalised project-

based learning school for 11 to 19-

year olds in Doncaster, UK. It offers

an academically rigorous curriculum

with visceral learning experiences.

PIONEERING FEATURESCurriculum delivered through

cross-subject learning expeditions

where students become scientists,

historians, engineers and artists as

they investigate real problems and

develop actionable solutions. The

school offers opportunities to serve

others through voluntary and charity

work or group reflection.


CENTURY Tech, UKUsing machine learning to improve educational attainment,

reduce teacher workload, and motivate students.

We had one teacher gasp when they saw that a pupil of theirs had made more effort than anyone else in the entire school of more than 1,400 children. The teacher had been calling them lazy for three years.

– Priya Lakhani, Century Tech CEO

WHAT DOES IT AIM TO DO?Uses AI (Artificial Intelligence) to

learn how the brain learns and

provide a personalised learning

path for every student.

PIONEERING FEATURESThe platform provides teachers with

detailed insights into their students’

learning, so less time is spent on

marking, data entry and reporting.

They can then personalise the

learning for each child and make

informed decisions about their

students to make learning more

effective for them.

tailoredlearningexperience


3DE by Junior Achievement, Atlanta, USaEducation for every dimension of life.

The innovative approach being practiced at the JA Academy can transform our schools and empower students to graduate as the most knowledgeable, skilled and confident generation to enter the workplace.

– Partner

WHAT DOES IT AIM TO DO?Create a generation of students

armed with the confidence and

understanding to take control of their

futures and equipped to achieve

their dreams. JA Academy redesigns

the student experience to prepare

today’s youth for tomorrow’s rapidly

evolving economy.

PIONEERING FEATURESA joint venture between school

systems, JA and the business

community they create learning

environments which reflect the

world we live in. They teach

interdisciplinary learning coupled

with real-world experiences, from

managing finances to start up

design and work-based immersion.

preparedfor workinglife


purposefuland sustainablelives


Swinburne University, AustraliaWorking collaboratively with stakeholders to

build a labour force with ‘professional purpose’.

Swinburne’s work with schools is both meaningful and authentic. The professors and students are very driven which really uplifts our generation.

– Swimburne student

WHAT DOES IT AIM TO DO?Swinburne’s stated ambition is to

become a world-class university,

creating leading impact through

science, technology and innovation.

It aims to create Future-Ready

Learners – students who are

confident and enterprising and

ready to improve their social and

economic environments on a local

and global scale.

PIONEERING FEATURESSwinburne’s curriculum, course

design, learning environment and

co-curricular activities are designed

to build the knowledge, skills,

behaviours and attitudes that equip

graduates for the future world

of work. A dynamic, interactive,

career management platform

will allow networks from different

communities to interact throughout

a lifelong learning journey.


naturally smart, globalGrowing the capabilities of places, communities, and streets

to solve environmental challenges.

Worldwide there are wonderful examples of people coming together and learning how to reconnect with nature. Sadly, few examples are based in schools.

– Paul Clarke, Founder, Naturally Smart

WHAT DOES IT AIM TO DO?The ‘Naturally Smart’ toolkit

encourages critical thinking about

place, leading to sustainable actions.

It includes physical and digital

resources, training and development

programmes, gatherings,

consultancy and support.

PIONEERING FEATURESPrimarily used in educational

institutions, Naturally Smart codifies

how nature interacts and uses

data to work out what specific

areas need. Naturally Smart builds

networks, and establishes tools

and methods for sustainable

living that are cheap, easy and

accessible for everyone - suitable

for small-scale application but

with systemic potential.

green school, indonesiaConnecting learning to the natural environment and the challenges it faces.

We’re trying to work out how you educate for a life in 20 years’ time — what are the skills she might need, and where do you get them?

– parent at Green School

WHAT DOES IT AIM TO DO?Every decision at Green School is

underlined by three simple rules:

be local, let the environment act

as a guide, and be mindful of how

actions can have implications for

future generations.

PIONEERING FEATURESGreen School believes that future

generations need a wider set of

tools to equip them for an unknown

new world and provide them with

an understanding of sustainable

living practices. Students are tasked

with finding real solutions such as

lobbying the Balinese government

to reduce the scourge of plastic

bags on the island. The curriculum is

centred around a student’s interests,

with numeracy and literacy built in

through project themes.



WHAT DOES IT AIM TO DO?The government has set out an

ambitious work programme for New

Zealand education with an enduring

long term vision for inclusive

education at its core.

PIONEERING FEATURESChildren, young people, parents

and families, communities,

employers, teachers and leaders

from early learning to tertiary

education are all involved. Around

1,400 people spent two days

discussing their vision of what the

future of learning might look like

and the values that should underpin

education. New Zealand ranks first

out of 35 economies for having an

education system providing skills

for the future.

Education ConversationAotearoa New Zealand,Engaging a broad group of stakeholders in a big conversation

about the future of education.

People are keen to have a say in the future of our education system and how important education is to all New Zealanders.

– Chris Hipkins, Education Minister

longtermstrategydesign


Curriculum Redesign, British Columbia, canadaCo-developing a curriculum fit for the future, in partnership

with the educators who will be delivering it.

British Columbia has one of the best education systems in the world. But it’s a world that is changing rapidly and we owe it to our students to keep pace.

– Peter Fassbender, Minister for Education, British Columbia

WHAT DOES IT AIM TO DO? Convinced that they “were doing a

wonderful job of preparing students

for a world that no longer exists,”

the British Columbia Education

Ministry set out to modernise their

approach to learning. The new

curriculum seeks to create a more

flexible and dynamic education

system where students are more

engaged and better prepared for

their life’s journey.

PIONEERING FEATURESLeaders organised conversations

all over the province asking diverse

communities how people thought

schools were doing. The new

curriculum was co-developed

and owned by both leaders and

teachers. British Columbia has

seen a sweeping cultural change

in policy rooted in ongoing

conversation with communities.


To think About: Your roleRead through the pioneer stories, highlight anything of interest, anything

of relevance to you and your role as a Big Changer, and anything that

makes you think about how things have the potential to be done differently.

Share your thoughts on the following four questions with a fellow Striver:

What do you see as the top three priorities for reimagining education?

What have you seen that works, and would like to see more of?

What action can you take - as a parent, business leader, funder or ambassador -

to help make change happen?

What personal pledge could you make today to help catalyse a big change?


Big Change: Our Role

Big Change acts as a catalyst to change: Learning from the pioneers who

are at the forefront of change, uniting a network of support and backing

new solutions to make change a reality.

COMMUNITY OF SUPPORT

We convene and engage a community

of funders, sector leaders, influencers

and pioneers across different sectors

to activate support for change.

BACK NEW SOLUTIONS

We find and provide early stage funding

to the powerful ideas that are looking

to create long term system change.

THOUGHT LEADERSHIP

We do research and amplify powerful ideas

around reimagining education, shining a light on

the pioneers and opportunities for change.


Jeremiah EmmanuelYouth advisor

TODD ROSEDirector, Harvard Graduate

School of Education: Mind, brain, and education programme; author, The

End of Average

KEITH YAMASHITA

Founder & chairman, SYPartners

Joann McPike

Founder THINK Global School

Vishal Talreja

Co-founder of Dream a Dream

JACK HARRISJunior Achievement of Georgia, president

and CEO

Rose LuckinUCL Knowledge

Lab, professor and learning scientist

Adam GrantWharton professor

and author

Ross HallAshoka, director of education strategy

Brené BrownUniversity of Houston,

research professor

Sara BlakelyFounder of

Spanx

Lord Jim Knight

Tes Global, chief education &

external officer

ANDREAS SCHLEICHER

OECD, director for the Directorate of

Education and Skills

Charles Fadel

Centre for Curriculum Redesign

J PUCKETTThe Boston Consulting Group, global leader, education practice

WENDY KOPPCEO and Co-founder

of Teach For All

TONY WAGNERExpert in residence,

Harvard Innovation Lab and senior research fellow,

Learning Policy Institute

Lord Michael Hastings

KPMG International, global head of

citizenship

jean oelwangVirgin Unite president & trustee and B Team senior partner, 100%

Human at Work

PASI SAHLBERGEducator, author

and scholar

Rebecca Winthrop

Brookings, senior fellow and director

Mike TrucanoThe World Bank,

global lead for innovation in education


With thanks to thefollowing for contributing to our learning so far Connie K Chung

Author, educator, OECD education 2030

working group

Sir Anthony Seldon

University of Buckingham, vice-chancellor and

historian, commentator and author

RICHARD BRANSONVirgin Group,

founder

Simon SinekAuthor, speaker and consultant

RANDA GROB-ZAKHARYPorticus, global head

of education

Valerie hannon Innovation Unit, board director

need to make some notes?



This change happens when we all start

thinking about how we can

do things differently

together.


We have an opportunity to reimagine education together. Preparing all young people to

thrive and contribute in a continually changing world.

Twitter@BigChange_

#ReimaginingED

Be a part of the change

webbig-change.org

instagram@bigchangecharity

Documents

together - The Virgin STRIVE Challenge 2018 · parents and communities to business leaders .The intention is to provoke inspiration, thoughts, and discussion as you spend time with