what is the future of education essay

What the Future of Education Looks Like from Here

Posted December 11, 2020
By Emily Boudreau

After a year that involved a global pandemic, school closures, nationwide remote instruction, protests for racial justice, and an election, the role of education has never been more critical or more uncertain. When the dust settles from this year, what will education look like — and what should it aspire to?

To mark the end of its centennial year, HGSE convened a faculty-led discussion to explore those questions. The Future of Education panel, moderated by Dean Bridget Long and hosted by HGSE’s Askwith Forums , focused on hopes for education going forward, as well as HGSE’s role. “The story of HGSE is the story of pivotal decisions, meeting challenges, and tremendous growth,” Long said. “We have a long history of empowering our students and partners to be innovators in a constantly changing world. And that is needed now more than ever.”

Joining Long were Associate Professor Karen Brennan , Senior Lecturer Jennifer Cheatham , Assistant Professor Anthony Jack, and Professors Adriana Umaña-Taylor and Martin West , as they looked forward to what the future could hold for schools, educators, and communities:

… After the pandemic subsides

The pandemic heightened existing gaps and disparities and exposed a need to rethink how systems leaders design schools, instruction, and who they put at the center of that design. “As a leader, in the years before the pandemic hit, I realized the balance of our work as practitioners was off,” Cheatham said. “If we had been spending time knowing our children and our staff and designing schools for them, we might not be feeling the pain in the way we are. I think we’re learning something about what the real work of school is about.” In the coming years, the panelists hope that a widespread push to recognize the identity and health of the whole-child in K–12 and higher education will help educators design support systems that can reduce inequity on multiple levels.

… For the global community

As much as the pandemic isolated individuals, on the global scale, people have looked to connect with each other to find solutions and share ideas as they faced a common challenge. This year may have brought everyone together and allowed for exchange of ideas, policies, practices, and assessments across boundaries.

… For technological advancements

As educators and leaders create, design, and imagine the future, technology should be used in service of that vision rather than dictating it. As technology becomes a major part of how we communicate and share ideas, educators need to think critically about how to deploy technology strategically. “My stance on technology is that it should always be used in the service of our human purpose and interest,” said Brennan. “We’ve talked about racial equity, building relationships. Our values and purposes and goals need to lead the way, not the tech.”

… For teachers

Human connections and interactions are at the heart of education. At this time, it’s become abundantly clear that the role of the teacher in the school community is irreplaceable. “I think the next few years hinge on how much we’re willing to invest in educators and all of these additional supports in the school which essentially make learning possible,” Umaña-Taylor said, “these are the individuals who are making the future minds of the nation possible.”

Cutting-edge research and new knowledge must become part of the public discussion in order to meaningfully shape the policies and practices that influence the future of education. “I fundamentally believe that we as academics and scholars must be part of the conversation and not limit ourselves to just articles behind paywalls or policy paragraphs at the end of a paper,” Jack said. “We have to engage the larger public.”

… In 25 years

“We shouldn’t underestimate the possibility that the future might look a lot like the present,” West said. “As I think about the potential sources of change in education, and in American education in particular, I tend to think about longer-term trends as the key driver.” Changing student demographics, access to higher education, structural inequality, and the focus of school leaders are all longer-term trends that, according to panelists, will influence the future of education.

Askwith Education Forum

Bringing innovators and influential leaders to the Harvard Graduate School of Education

Beyond Recovery

Future of Education: Human Development and Psychology – The Long View

Future of Education: Leading for Equity

What will education look like in 20 years? Here are 4 scenarios

Students from the Sovannaphumi school wearing face masks maintain social distancing as Cambodia reopen schools and museums after months of shutdown due to surging of the coronavirus disease (COVID-19) in Phnom Penh, Cambodia, January 4, 2021. REUTERS/Cindy Liu - RC2S0L98SB79

COVID-19 has shown us we must prepare for uncertainty in our future plans for education Image: REUTERS/Cindy Liu

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Stay up to date:, davos agenda.

The COVID-19 pandemic shows us we cannot take the future of education for granted.
By imagining alternative futures for education we can better think through the outcomes, develop agile and responsive systems and plan for future shocks.
What do the four OECD Scenarios for the Future of Schooling show us about how to transform and future-proof our education systems?

As we begin a new year, it is traditional to take stock of the past in order to look forward, to imagine and plan for a better future.

But the truth is that the future likes to surprise us. Schools open for business, teachers using digital technologies to augment, not replace, traditional face-to face-teaching and, indeed, even students hanging out casually in groups – all things we took for granted this time last year; all things that flew out the window in the first months of 2020.

Have you read?

The covid-19 pandemic has changed education forever. this is how , is this what higher education will look like in 5 years, the evolution of global education and 5 trends emerging amidst covid-19.

To achieve our vision and prepare our education systems for the future, we have to consider not just the changes that appear most probable but also the ones that we are not expecting.

Scenarios for the future of schooling

Imagining alternative futures for education pushes us to think through plausible outcomes and helps agile and responsive systems to develop. The OECD Scenarios for the Future of Schooling depict some possible alternatives:

Rethinking, rewiring, re-envisioning

The underlying question is: to what extent are our current spaces, people, time and technology in schooling helping or hindering our vision? Will modernizing and fine-tuning the current system, the conceptual equivalent of reconfiguring the windows and doors of a house, allow us to achieve our goals? Is an entirely different approach to the organization of people, spaces, time and technology in education needed?

Modernizing and extending current schooling would be more or less what we see now: content and spaces that are largely standardized across the system, primarily school-based (including digital delivery and homework) and focused on individual learning experiences. Digital technology is increasingly present, but, as is currently the case, is primarily used as a delivery method to recreate existing content and pedagogies rather than to revolutionize teaching and learning.

What would transformation look like? It would involve re-envisioning the spaces where learning takes place; not simply by moving chairs and tables, but by using multiple physical and virtual spaces both in and outside of schools. There would be full individual personalization of content and pedagogy enabled by cutting-edge technology, using body information, facial expressions or neural signals.

We’d see flexible individual and group work on academic topics as well as on social and community needs. Reading, writing and calculating would happen as much as debating and reflecting in joint conversations. Students would learn with books and lectures as well as through hands-on work and creative expression. What if schools became learning hubs and used the strength of communities to deliver collaborative learning, building the role of non-formal and informal learning, and shifting time and relationships?

Alternatively, schools could disappear altogether. Built on rapid advancements in artificial intelligence, virtual and augmented reality and the Internet of Things, in this future it is possible to assess and certify knowledge, skills and attitudes instantaneously. As the distinction between formal and informal learning disappears, individual learning advances by taking advantage of collective intelligence to solve real-life problems. While this scenario might seem far-fetched, we have already integrated much of our life into our smartphones, watches and digital personal assistants in a way that would have been unthinkable even a decade ago.

All of these scenarios have important implications for the goals and governance of education, as well as the teaching workforce. Schooling systems in many countries have already opened up to new stakeholders, decentralizing from the national to the local and, increasingly, to the international. Power has become more distributed, processes more inclusive. Consultation is giving way to co-creation.

We can construct an endless range of such scenarios. The future could be any combination of them and is likely to look very different in different places around the world. Despite this, such thinking gives us the tools to explore the consequences for the goals and functions of education, for the organization and structures, the education workforce and for public policies. Ultimately, it makes us think harder about the future we want for education. It often means resolving tensions and dilemmas:

What is the right balance between modernizing and disruption?
How do we reconcile new goals with old structures?
How do we support globally minded and locally rooted students and teachers?
How do we foster innovation while recognising the socially highly conservative nature of education?
How do we leverage new potential with existing capacity?
How do we reconfigure the spaces, the people, the time and the technologies to create powerful learning environments?
In the case of disagreement, whose voice counts?
Who is responsible for the most vulnerable members of our society?
If global digital corporations are the main providers, what kind of regulatory regime is required to solve the already thorny questions of data ownership, democracy and citizen empowerment?

Thinking about the future requires imagination and also rigour. We must guard against the temptation to choose a favourite future and prepare for it alone. In a world where shocks like pandemics and extreme weather events owing to climate change, social unrest and political polarization are expected to be more frequent, we cannot afford to be caught off guard again.

This is not a cry of despair – rather, it is a call to action. Education must be ready. We know the power of humanity and the importance of learning and growing throughout our life. We insist on the importance of education as a public good, regardless of the scenario for the future.

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The views expressed in this article are those of the author alone and not the World Economic Forum.

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Transforming education systems: Why, what, and how

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Rebecca winthrop and rebecca winthrop director - center for universal education , senior fellow - global economy and development @rebeccawinthrop the hon. minister david sengeh the hon. minister david sengeh minister of education and chief innovation officer - government of sierra leone, chief innovation officer - directorate of science, technology and innovation in sierra leone @dsengeh.

June 23, 2022

Today, the topic of education system transformation is front of mind for many leaders. Ministers of education around the world are seeking to build back better as they emerge from COVID-19-school closures to a new normal of living with a pandemic. The U.N. secretary general is convening the Transforming Education Summit (TES) at this year’s general assembly meeting (United Nations, n.d.). Students around the world continue to demand transformation on climate and not finding voice to do this through their schools are regularly leaving class to test out their civic action skills.

It is with this moment in mind that we have developed this shared vision of education system transformation. Collectively we offer insights on transformation from the perspective of a global think tank and a national government: the Center for Universal Education (CUE) at Brookings brings years of global research on education change and transformation, and the Ministry of Education of Sierra Leone brings on-the-ground lessons from designing and implementing system-wide educational rebuilding.

This brief is for any education leader or stakeholder who is interested in charting a transformation journey in their country or education jurisdiction such as a state or district. It is also for civil society organizations, funders, researchers, and anyone interested in the topic of national development through education. In it, we answer the following three questions and argue for a participatory approach to transformation:

Why is education system transformation urgent now? We argue that the world is at an inflection point. Climate change, the changing nature of work, increasing conflict and authoritarianism together with the urgency of COVID recovery has made the transformation agenda more critical than ever.
What is education system transformation? We argue that education system transformation must entail a fresh review of the goals of your system – are they meeting the moment that we are in, are they tackling inequality and building resilience for a changing world, are they fully context aware, are they owned broadly across society – and then fundamentally positioning all components of your education system to coherently contribute to this shared purpose.
How can education system transformation advance in your country or jurisdiction? We argue that three steps are crucial: Purpose (developing a broadly shared vision and purpose), Pedagogy (redesigning the pedagogical core), and Position (positioning and aligning all components of the system to support the pedagogical core and purpose). Deep engagement of educators, families, communities, students, ministry staff, and partners is essential across each of these “3 P” steps.

What Will Education Look Like in 20 Years?

There are many factors influencing what schools may look like in 20 years: unprecedented global forces and unforeseen technologies and paradigm shifts in the ways students want to learn and teachers want to instruct . I predict that the future of education will require educators to be more entrepreneurial, collaborative, creative and innovative . Additionally, learners will be even more tech savvy, demanding, confident and focused as consumers of education.

It’s important to think about what we can do to prepare for the future, so we can improve areas of need today. Here are a few areas schools should focus on evolving to create a bright future for education.

Personalization and Customization

Today’s learners are digital natives. They are accustomed to getting information and meeting their needs with a click of a button in a user-friendly, personal and customizable way. Future educators will have to face the fact that students will need (and want) to learn in a flexible, personalized format — for some, this may mean having a more technology-focused classroom. Students will want their learning experience to meet their interests, time constraints and academic needs. Check out Education Week’s recent article “ What Is ‘Personalized Learning’? Educators Seek Clarity .”

Student Ownership

In addition to personalization, students want to have a greater voice in their education instead of simply listening to a lecture. Since higher levels of thinking and learning require more student ownership, education will become more project based — a pivotal theme moving forward. Schools will need to allow students to choose what they learn, how they learn and what projects they participate in. For more information, go to the Buck Institute for Education .

Improved Curricula

In addition to having more project-based instructional models, schools will need to examine their core curriculum. Contrary to the old-school traditions housed in English, math, social studies and science, we’ll need to redesign curricula and courses to reflect the skills mandated by emerging economies and technologies. Skills such as coding, design, sustainability and financial literacy — to name a few — will have to be integrated and taught in classroom curricula.

Innovative Learning Spaces and Environments

Schools will need to rethink the classroom learning environment to better suit students’ needs. The environment should be conducive to innovative and creative learning. An important question to ask is: Where do people go to get their creative juices flowing? For example, coffee shops are common spaces that groups go to meet up for creative projects or test prep.

I was fortunate to open a 21st century high school in 2008 called Minarets High School, where we created a Media Lounge rather than a library. There were still shelves filled with books, but the space also had wireless Internet, flat-screen TVs, coffee, food, community events, a sofa and soft chairs. Can classrooms be more flexible, social, comfortable and interactive in this way? For more ideas, check out David Thornburg’s book From the Campfire to the Holodeck: Creating Engaging and Powerful 21st Century Learning Environments .

Interconnectivity

In 20 years, students will expect more of a mentoring relationship from their teachers, which is not the norm in schools today. Since more students will be learning and gathering information without attending school in person, future teachers will have to embrace various ways of staying connected and engaging with their students via social media, online communities, Google Hangouts, Twitter chats and more to stay connected with students.

Real-World Application Plus Project-Based Learning (PBL)

Schools will have to offer more ways for students to gain real-world experience that is applicable to their future careers. Schools should provide opportunities for students to intern at companies, mentor marginalized youth or collaborate in large groups, for example. Rather than limiting students inside a classroom, schools can create more opportunities for students to gain useful technical skills through real-world application.

Many schools now have one-to-one devices or are heading in that direction. Our future challenge relates to students using technology — if we look at technology as just a better tool to administer and grade tests, then we’ll have missed the boat. Presently, cell phones and social media are still frowned upon in the classroom in some areas of the country. In 20 years, schools will have advanced technology in the classroom to complement teachers’ lessons. For example, a science class may cover 3D printing and how it can be used to replicate prosthetic limbs to change someone’s life.

The technology is here now, but will we have the culture and pedagogy that optimizes the true impact of student technology use? In 20 years, I say yes. Hopefully, our pedagogy changes sooner.

Further Examination

Learn more about how schools may evolve in the future at Edutopia .

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The turning point: Why we must transform education now

Global warming. Accelerated digital revolution. Growing inequalities. Democratic backsliding. Loss of biodiversity. Devastating pandemics. And the list goes on. These are just some of the most pressing challenges that we are facing today in our interconnected world.

The diagnosis is clear: Our current global education system is failing to address these alarming challenges and provide quality learning for everyone throughout life. We know that education today is not fulfilling its promise to help us shape peaceful, just, and sustainable societies. These findings were detailed in UNESCO’s Futures of Education Report in November 2021 which called for a new social contract for education.

That is why it has never been more crucial to reimagine the way we learn, what we learn and how we learn. The turning point is now. It’s time to transform education. How do we make that happen?

Here’s what you need to know.

Why do we need to transform education?

The current state of the world calls for a major transformation in education to repair past injustices and enhance our capacity to act together for a more sustainable and just future. We must ensure the right to lifelong learning by providing all learners - of all ages in all contexts - the knowledge and skills they need to realize their full potential and live with dignity. Education can no longer be limited to a single period of one’s lifetime. Everyone, starting with the most marginalized and disadvantaged in our societies, must be entitled to learning opportunities throughout life both for employment and personal agency. A new social contract for education must unite us around collective endeavours and provide the knowledge and innovation needed to shape a better world anchored in social, economic, and environmental justice.

What are the key areas that need to be transformed?

Inclusive, equitable, safe and healthy schools

Education is in crisis. High rates of poverty, exclusion and gender inequality continue to hold millions back from learning. Moreover, COVID-19 further exposed the inequities in education access and quality, and violence, armed conflict, disasters and reversal of women’s rights have increased insecurity. Inclusive, transformative education must ensure that all learners have unhindered access to and participation in education, that they are safe and healthy, free from violence and discrimination, and are supported with comprehensive care services within school settings. Transforming education requires a significant increase in investment in quality education, a strong foundation in comprehensive early childhood development and education, and must be underpinned by strong political commitment, sound planning, and a robust evidence base.

Learning and skills for life, work and sustainable development

There is a crisis in foundational learning, of literacy and numeracy skills among young learners. Since the COVID-19 pandemic, learning poverty has increased by a third in low- and middle-income countries, with an estimated 70% of 10-year-olds unable to understand a simple written text. Children with disabilities are 42% less likely to have foundational reading and numeracy skills compared to their peers. More than 771 million people still lack basic literacy skills, two-thirds of whom are women. Transforming education means empowering learners with knowledge, skills, values and attitudes to be resilient, adaptable and prepared for the uncertain future while contributing to human and planetary well-being and sustainable development. To do so, there must be emphasis on foundational learning for basic literacy and numeracy; education for sustainable development, which encompasses environmental and climate change education; and skills for employment and entrepreneurship.

Teachers, teaching and the teaching profession

Teachers are essential for achieving learning outcomes, and for achieving SDG 4 and the transformation of education. But teachers and education personnel are confronted by four major challenges: Teacher shortages; lack of professional development opportunities; low status and working conditions; and lack of capacity to develop teacher leadership, autonomy and innovation. Accelerating progress toward SDG 4 and transforming education require that there is an adequate number of teachers to meet learners’ needs, and all education personnel are trained, motivated, and supported. This can only be possible when education is adequately funded, and policies recognize and support the teaching profession, to improve their status and working conditions.

Digital learning and transformation

The COVID-19 crisis drove unprecedented innovations in remote learning through harnessing digital technologies. At the same time, the digital divide excluded many from learning, with nearly one-third of school-age children (463 million) without access to distance learning. These inequities in access meant some groups, such as young women and girls, were left out of learning opportunities. Digital transformation requires harnessing technology as part of larger systemic efforts to transform education, making it more inclusive, equitable, effective, relevant, and sustainable. Investments and action in digital learning should be guided by the three core principles: Center the most marginalized; Free, high-quality digital education content; and Pedagogical innovation and change.

Financing of education

While global education spending has grown overall, it has been thwarted by high population growth, the surmounting costs of managing education during the COVID-19 pandemic, and the diversion of aid to other emergencies, leaving a massive global education financial gap amounting to US$ 148 billion annually. In this context, the first step toward transformation is to urge funders to redirect resources back to education to close the funding gap. Following that, countries must have significantly increased and sustainable financing for achieving SDG 4 and that these resources must be equitably and effectively allocated and monitored. Addressing the gaps in education financing requires policy actions in three key areas: Mobilizing more resources, especially domestic; increasing efficiency and equity of allocations and expenditures; and improving education financing data. Finally, determining which areas needs to be financed, and how, will be informed by recommendations from each of the other four action tracks .

What is the Transforming Education Summit?

UNESCO is hosting the Transforming Education Pre-Summit on 28-30 June 2022, a meeting of over 140 Ministers of Education, as well as policy and business leaders and youth activists, who are coming together to build a roadmap to transform education globally. This meeting is a precursor to the Transforming Education Summit to be held on 19 September 2022 at the UN General Assembly in New York. This high-level summit is convened by the UN Secretary General to radically change our approach to education systems. Focusing on 5 key areas of transformation, the meeting seeks to mobilize political ambition, action, solutions and solidarity to transform education: to take stock of efforts to recover pandemic-related learning losses; to reimagine education systems for the world of today and tomorrow; and to revitalize national and global efforts to achieve SDG-4.

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"The future of education is here"

About the author, antónio guterres.

António Guterres is the ninth Secretary-General of the United Nations, who took office on 1st January 2017.

Education is the key to personal development and the future of societies.

It unlocks opportunities and narrows inequalities.

It is the bedrock of informed, tolerant societies, and a primary driver of sustainable development.

The COVID-19 pandemic has led to the largest disruption of education ever.

In mid-July, schools were closed in more than 160 countries, affecting over 1 billion students.

At least 40 million children worldwide have missed out on education in their critical pre-school year.

And parents, especially women, have been forced to assume heavy care burdens in the home.

Despite the delivery of lessons by radio, television and online, and the best efforts of teachers and parents, many students remain out of reach.

Learners with disabilities, those in minority or disadvantaged communities, displaced and refugee students and those in remote areas are at highest risk of being left behind.

And even for those who can access distance learning, success depends on their living conditions, including the fair distribution of domestic duties.

We are at a defining moment for the world’s children and young people.

We already faced a learning crisis before the pandemic.

More than 250 million school-age children were out of school.

And only a quarter of secondary school children in developing countries were leaving school with basic skills.

Now we face a generational catastrophe that could waste untold human potential, undermine decades of progress, and exacerbate entrenched inequalities.

The knock-on effects on child nutrition, child marriage and gender equality, among others, are deeply concerning.

This is the backdrop to the Policy Brief I am launching today, together with a new campaign with education partners and United Nations agencies called ‘Save our Future’.

The decisions that governments and partners take now will have lasting impact on hundreds of millions of young people, and on the development prospects of countries for decades to come.

This Policy Brief calls for action in four key areas:

First, reopening schools.

Once local transmission of COVID-19 is under control, getting students back into schools and learning institutions as safely as possible must be a top priority.

We have issued guidance to help governments in this complex endeavour.

It will be essential to balance health risks against risks to children’s education and protection, and to factor in the impact on women’s labour force participation.

Consultation with parents, carers, teachers and young people is fundamental.

Second, prioritizing education in financing decisions.

Before the crisis hit, low and middle-income countries already faced an education funding gap of $1.5 trillion dollars a year.

This gap has now grown.

Education budgets need to be protected and increased.

And it is critical that education is at the heart of international solidarity efforts, from debt management and stimulus packages to global humanitarian appeals and official development assistance.

Third, targeting the hardest to reach.

Education initiatives must seek to reach those at greatest risk of being left behind -- people in emergencies and crises; minority groups of all kinds; displaced people and those with disabilities.

They should be sensitive to the specific challenges faced by girls, boys, women and men, and should urgently seek to bridge the digital divide.

Fourth, the future of education is here.

We have a generational opportunity to reimagine education.

We can take a leap towards forward-looking systems that deliver quality education for all as a springboard for the Sustainable Development Goals.

To achieve this, we need investment in digital literacy and infrastructure, an evolution towards learning how to learn, a rejuvenation of life-long learning and strengthened links between formal and non-formal education.

And we need to draw on flexible delivery methods, digital technologies and modernized curricula while ensuring sustained support for teachers and communities.

As the world faces unsustainable levels of inequality, we need education – the great equalizer – more than ever.

We must take bold steps now, to create inclusive, resilient, quality education systems fit for the future.

Policy Brief: Education during COVID-19 and beyond

S7-Episode 2: Bringing Health to the World

“You see, we're not doing this work to make ourselves feel better. That sort of conventional notion of what a do-gooder is. We're doing this work because we are totally convinced that it's not necessary in today's wealthy world for so many people to be experiencing discomfort, for so many people to be experiencing hardship, for so many people to have their lives and their livelihoods imperiled.”

Dr. David Nabarro has dedicated his life to global health. After a long career that’s taken him from the horrors of war torn Iraq, to the devastating aftermath of the Indian Ocean tsunami, he is still spurred to action by the tremendous inequalities in global access to medical care.

“The thing that keeps me awake most at night is the rampant inequities in our world…We see an awful lot of needless suffering.”

:: David Nabarro interviewed by Melissa Fleming

Ballet Manguinhos resumes performing after a COVID-19 hiatus with “Woman: Power and Resistance”. Photo courtesy Ana Silva/Ballet Manguinhos

Brazilian ballet pirouettes during pandemic

Ballet Manguinhos, named for its favela in Rio de Janeiro, returns to the stage after a long absence during the COVID-19 pandemic. It counts 250 children and teenagers from the favela as its performers. The ballet group provides social support in a community where poverty, hunger and teen pregnancy are constant issues.

Nazira Inoyatova is a radio host and the creative/programme director at Avtoradio FM 102.0 in Tashkent, Uzbekistan. Photo courtesy Azamat Abbasov

Radio journalist gives the facts on COVID-19 in Uzbekistan

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Shaping the future of education.

The problem we’re trying to solve

21st century education is facing the most extraordinary challenges. There’s globalisation, digitalisation and increasing marginalisation. And now there’s COVID-19.

Back in early 2019 a small team of people from Cambridge Assessment and Judge Business School had already been thinking about how we design and deliver education, and whether it was fit for purpose. The question we were asking ourselves was:

Is education continuing to meet the needs of young people, and preparing them for the type of world they will face when they leave school?

There is a lot of important and high-profile research on this topic that strongly supports the view that some fundamental changes in education are needed:

The Future of Education and Skills OECD report makes clear that education needs to be trans formed not re formed.
A focus on compliance is driving innovative teachers from the profession according to the Director of Education and Skills at the OECD. He says education is ‘losing its relevance’ in an increasingly digitised world, with creative teachers often restricted by the curriculum they are expected to teach. Furthermore, he says, ‘there is a big gap between what the world needs and what our education systems are designed for’.
Four out of five CEOs say that skills gaps in creativity and problem solving make hiring difficult and nearly half of job tasks may be lost to automation within the next two decades. We need to start thinking differently about how we prepare young people.
A recent Global Learner Survey clearly demonstrates perceptions that education systems are out of step with learners, and highlights the huge opportunity to reinvent learning to meet the needs of a new economy.
The crisis in mental health is getting worse. Neglect and under-investment in addressing young people’s mental health needs have been exposed by the COVID-19 pandemic .

What we can do about the problem

As well as reading all the research, the team in Cambridge was also going to lots of education conferences. We noticed that there were ‘siloes’ of activity at these conferences.

This meant that there would be a conference for teachers, where only teachers talked to each other. And conferences for policy people, where only policy people talked to each other. And research conferences for research people. And so on.

What we also noticed was that entrepreneurs, start-ups and innovation teams did things differently. Fundamentally, they looked outside their own worlds. They built things in a cross-functional, iterative way. So we asked ourselves:

Could we borrow that model and apply it to education?

The start of SHAPE Education

We wanted to do more than just ask questions and talk about problems. We wanted to do something. And so we started SHAPE Education .

We realised it’s not practical or sensible to try and change something as complex as education from the top down. In the same way as entrepreneurs and start-ups, the approach which has a realistic chance of bringing successful change is to:

start with properly understanding where the issues and problems are
form some ideas and hypothesis about how to address them
build a coalition, or community, of people who want to be involved in those changes
run some experiments
make some things happen.

This idea of creating a process of discovery, and ‘learning as you go’, is how change happens in society, and we know we can apply that to education.

Our aim was to:

find a way that Cambridge could adopt this approach to solving the problems in education
make this approach a cross-functional, collaborative, iterative way of working, meaning that teachers work alongside, for example, tech developers, researchers, learners, etc.

If you agree with this approach and you want to be part of SHAPE Education, then please visit shape-education.org to sign up to our mailing list and see how you can get involved in helping make education more connected to your community. We’d love you to join us. Together we can tackle this challenge.

SHAPE Education is an initiative between Cambridge Assessment and Judge Business School.

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The future of education: an essay collection

Before the industrial revolution, neither education nor technology mattered much for most people. But when technology raced ahead of education in those times, many were left behind, causing unimaginable social pain. It took a century for public policy to respond with the ambition of providing every child with access to schooling. While that goal still remains beyond reach for some, the stakes have now risen well beyond providing ‘more of the same’ education.

Through the digital revolution, technology is once again racing ahead of education and those without the right knowledge and skills are struggling. That thousands of university graduates are unemployed – while British employers cannot find people with the skills they need – shows that better degrees do not automatically translate into better skills, better jobs and better lives. The rolling processes of automation, hollowing out middle-skilled jobs, particularly for routine tasks, have radically altered the nature of work. For those with the right knowledge and skills, this is liberating and exciting. In India for instance, online providers have picked up the outsourced functions of traditional corporate and public enterprises. But for those who are insufficiently prepared, it can mean joblessness or the scourge of vulnerable and insecure work: zero-hours contracts without benefits, insurance, pension or prospects.

There is an urgent need for policymakers and educators to once again break free from short-term fixes and instead focus on the big trends that will shape the future of education. The contributions in this collection explore these major trends, and each is framed by the experience of practitioners on the ground in our separate collection Views from the classroom . Only when policy is aligned with the best research and the experiences of teachers can it begin to reshape an education system fit for the challenges of our times.

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Our Mission

What Is Education For?

Read an excerpt from a new book by Sir Ken Robinson and Kate Robinson, which calls for redesigning education for the future.

What is education for? As it happens, people differ sharply on this question. It is what is known as an “essentially contested concept.” Like “democracy” and “justice,” “education” means different things to different people. Various factors can contribute to a person’s understanding of the purpose of education, including their background and circumstances. It is also inflected by how they view related issues such as ethnicity, gender, and social class. Still, not having an agreed-upon definition of education doesn’t mean we can’t discuss it or do anything about it.

We just need to be clear on terms. There are a few terms that are often confused or used interchangeably—“learning,” “education,” “training,” and “school”—but there are important differences between them. Learning is the process of acquiring new skills and understanding. Education is an organized system of learning. Training is a type of education that is focused on learning specific skills. A school is a community of learners: a group that comes together to learn with and from each other. It is vital that we differentiate these terms: children love to learn, they do it naturally; many have a hard time with education, and some have big problems with school.

There are many assumptions of compulsory education. One is that young people need to know, understand, and be able to do certain things that they most likely would not if they were left to their own devices. What these things are and how best to ensure students learn them are complicated and often controversial issues. Another assumption is that compulsory education is a preparation for what will come afterward, like getting a good job or going on to higher education.

So, what does it mean to be educated now? Well, I believe that education should expand our consciousness, capabilities, sensitivities, and cultural understanding. It should enlarge our worldview. As we all live in two worlds—the world within you that exists only because you do, and the world around you—the core purpose of education is to enable students to understand both worlds. In today’s climate, there is also a new and urgent challenge: to provide forms of education that engage young people with the global-economic issues of environmental well-being.

This core purpose of education can be broken down into four basic purposes.

Education should enable young people to engage with the world within them as well as the world around them. In Western cultures, there is a firm distinction between the two worlds, between thinking and feeling, objectivity and subjectivity. This distinction is misguided. There is a deep correlation between our experience of the world around us and how we feel. As we explored in the previous chapters, all individuals have unique strengths and weaknesses, outlooks and personalities. Students do not come in standard physical shapes, nor do their abilities and personalities. They all have their own aptitudes and dispositions and different ways of understanding things. Education is therefore deeply personal. It is about cultivating the minds and hearts of living people. Engaging them as individuals is at the heart of raising achievement.

The Universal Declaration of Human Rights emphasizes that “All human beings are born free and equal in dignity and rights,” and that “Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms.” Many of the deepest problems in current systems of education result from losing sight of this basic principle.

Schools should enable students to understand their own cultures and to respect the diversity of others. There are various definitions of culture, but in this context the most appropriate is “the values and forms of behavior that characterize different social groups.” To put it more bluntly, it is “the way we do things around here.” Education is one of the ways that communities pass on their values from one generation to the next. For some, education is a way of preserving a culture against outside influences. For others, it is a way of promoting cultural tolerance. As the world becomes more crowded and connected, it is becoming more complex culturally. Living respectfully with diversity is not just an ethical choice, it is a practical imperative.

There should be three cultural priorities for schools: to help students understand their own cultures, to understand other cultures, and to promote a sense of cultural tolerance and coexistence. The lives of all communities can be hugely enriched by celebrating their own cultures and the practices and traditions of other cultures.

Education should enable students to become economically responsible and independent. This is one of the reasons governments take such a keen interest in education: they know that an educated workforce is essential to creating economic prosperity. Leaders of the Industrial Revolution knew that education was critical to creating the types of workforce they required, too. But the world of work has changed so profoundly since then, and continues to do so at an ever-quickening pace. We know that many of the jobs of previous decades are disappearing and being rapidly replaced by contemporary counterparts. It is almost impossible to predict the direction of advancing technologies, and where they will take us.

How can schools prepare students to navigate this ever-changing economic landscape? They must connect students with their unique talents and interests, dissolve the division between academic and vocational programs, and foster practical partnerships between schools and the world of work, so that young people can experience working environments as part of their education, not simply when it is time for them to enter the labor market.

Education should enable young people to become active and compassionate citizens. We live in densely woven social systems. The benefits we derive from them depend on our working together to sustain them. The empowerment of individuals has to be balanced by practicing the values and responsibilities of collective life, and of democracy in particular. Our freedoms in democratic societies are not automatic. They come from centuries of struggle against tyranny and autocracy and those who foment sectarianism, hatred, and fear. Those struggles are far from over. As John Dewey observed, “Democracy has to be born anew every generation, and education is its midwife.”

For a democratic society to function, it depends upon the majority of its people to be active within the democratic process. In many democracies, this is increasingly not the case. Schools should engage students in becoming active, and proactive, democratic participants. An academic civics course will scratch the surface, but to nurture a deeply rooted respect for democracy, it is essential to give young people real-life democratic experiences long before they come of age to vote.

Eight Core Competencies

The conventional curriculum is based on a collection of separate subjects. These are prioritized according to beliefs around the limited understanding of intelligence we discussed in the previous chapter, as well as what is deemed to be important later in life. The idea of “subjects” suggests that each subject, whether mathematics, science, art, or language, stands completely separate from all the other subjects. This is problematic. Mathematics, for example, is not defined only by propositional knowledge; it is a combination of types of knowledge, including concepts, processes, and methods as well as propositional knowledge. This is also true of science, art, and languages, and of all other subjects. It is therefore much more useful to focus on the concept of disciplines rather than subjects.

Disciplines are fluid; they constantly merge and collaborate. In focusing on disciplines rather than subjects we can also explore the concept of interdisciplinary learning. This is a much more holistic approach that mirrors real life more closely—it is rare that activities outside of school are as clearly segregated as conventional curriculums suggest. A journalist writing an article, for example, must be able to call upon skills of conversation, deductive reasoning, literacy, and social sciences. A surgeon must understand the academic concept of the patient’s condition, as well as the practical application of the appropriate procedure. At least, we would certainly hope this is the case should we find ourselves being wheeled into surgery.

The concept of disciplines brings us to a better starting point when planning the curriculum, which is to ask what students should know and be able to do as a result of their education. The four purposes above suggest eight core competencies that, if properly integrated into education, will equip students who leave school to engage in the economic, cultural, social, and personal challenges they will inevitably face in their lives. These competencies are curiosity, creativity, criticism, communication, collaboration, compassion, composure, and citizenship. Rather than be triggered by age, they should be interwoven from the beginning of a student’s educational journey and nurtured throughout.

From Imagine If: Creating a Future for Us All by Sir Ken Robinson, Ph.D and Kate Robinson, published by Penguin Books, an imprint of Penguin Publishing Group, a division of Penguin Random House, LLC. Copyright © 2022 by the Estate of Sir Kenneth Robinson and Kate Robinson.

The future of education: An essay collection

Education policy has for too long been moulded by 20th century ideals and restricted by short-term thinking. With every new government, fresh policies and initiatives are enacted in quick succession without always having an eye to the bigger picture. The ideas in this collection have sought to show how much the bigger picture matters, and provide ideas on what policymakers can do to meet the challenges of tomorrow, today.

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Revolutionising Education: A Glimpse into the Future of Education in 2050

Brain-computer technology to detect burn-out, ultra-realistic virtual reality learning scenarios, and genetic testing to identify the perfect school subjects to study are just a few futuristic features that will be normal for school students by 2050, according to a leading futurologist.

The next 25 years will see the traditional classroom become a thing of the past, according to a new fascinating white paper, entitled ‘The End Of School As You Know It: Education in 2050’, written by Tracey Follows, one of the top 50 female futurists according to Forbes magazine and a Visiting Professor of Digital Futures and Identity.

The classroom will be replaced by completely simulated environments in which students of palaeontology would learn while surrounded by dinosaurs in the wild, scholars taking marine studies would observe ocean life while ‘underwater’ and pupils on astronomy courses would attend classes on board a starship.

Tracey Follows’ thought-provoking white paper was commissioned by GoStudent, one of the world’s leading online tutoring providers and education platforms, and includes visualisations of what’s to come. GoStudent is at the forefront of transforming education through tailored 1:1 learning and integrating technology.

Standard assessments will be replaced by DNA testing in order to detect students’ strengths and subjects they are predisposed to excel in, to hone in on innate talents and ultimately, pave the way for their careers.

Brain-computer technology will be used to continually monitor mental and emotional well-being, identifying imminent signs of student burnout or stress.

Classes are likely to be more skill-based rather than age-related, increasing the rate of educational progress and AI technology will provide instant in-person translation, meaning students of many different nationalities can learn together.

Co-founder and CEO of GoStudent, Felix Ohswald shared his thoughts on the findings: “Education is at an inflexion point. Historically, learning was exclusive, very personalised and highly inaccessible. Later, as education became mandatory, accessibility increased but, consequently, it became much less personalised.”

“With the rise of technology and AI in particular, the education space is set to change significantly once again, as accessibility and personalisation combine. To actively continue to shape the future of how students learn we must embrace what lies ahead. We’re excited to see how education will evolve, and what this means for us as we continue our mission to reimagine education.”

Tracey Follows, Futurist, Author and Visiting Professor in Digital Futures and Identity shared her insights, “The future of education is incredibly exciting and dynamic. With the rapid progressions in technology, we are on the brink of a technological explosion that will change how the entire world operates. Education will be at the epicentre of that change. The shift towards immersive learning, AI-driven personalisation, and continuous monitoring is set to revolutionise how we learn and adapt.

“The educational journey will be tailored to each individual’s purpose and passion, with the classroom expanding beyond its physical constraints and revolutionising education. By looking ahead to 2050, we get a glimpse of what is to come - and the results are fascinating.”

Imagine a world where classrooms are anything but boring, where our minds are taken care of, and where education fits like a glove. This is the education revolution, and it’s coming our way sooner than we think.

Explore the complete The End of School as You Know It: Education in 2050 white paper and visualisations on GoStudent’s website

About GoStudent: GoStudent is one of the world’s leading tutoring providers and, with a €3bn valuation, Europe’s highest-valued EdTech company. Founded in Vienna, Austria, in 2016 by Felix Ohswald (CEO) and Gregor Müller (COO), the venture-backed unicorn has raised more than €590m from investors including Prosus and SoftBank Vision Fund 2. Believing the future of education is hybrid, GoStudent has expanded its offering over the past two years with the acquisition of three EdTech companies - Seneca Learning, Tus Media and Fox Education - and offline tutoring business, Studienkreis. Together, these companies aim to unite the best of the online and offline worlds to unlock every child’s potential. Across its portfolio, GoStudent employs more than 1,500 staff and supports more than 5 million families each month. Learn more here: www.gostudent.org

Press contact GoStudent: For any further queries or interview requests, please contact: [email protected]

**Notes to Editors: ** Research has been lifted from GoStudent’s March 2023 research report, ‘The GoStudent Future of Education Report 2023’

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What is the Future of College Education?

More and more top American universities are offering courses online for free. Going to college will never be the same again

Randy Rieland

The college classroom of the future? Photo courtesy of Flickr user Ed Yourdon.

It was a just about a year ago that a handful of Stanford professors began hatching a revolution in college education.

Sebastian Thrun, more widely known as the head of the team behind Google’s driverless car, decided that he and colleague Peter Norvig would start making their popular course in artificial intelligence available online. Free of charge. To anyone in the world. About 160,000 people signed up.

A few weeks later, another Google researcher/Stanford computer scientist, Andrew Ng, followed suit, offering his equally popular course, “Machine Learning” for free. More than 100,000 people watched his lectures online. As Ng pointed out, it would have taken him 250 years to reach that many students in a conventional Stanford classroom.

The problem, of course, is that Stanford charges students in those conventional classrooms about $40,000 a year. Freebies were not a good business strategy.

By January, Thrun had lined up venture capital money and left Stanford to start Udacity, an independent, online-only education service focusing on science and technology courses. Within a few months, Ng and another Stanford computer scientist, Daphne Koller, had rounded up their own boatload of VC money–a reported $16 million to start with-and went on leave from Stanford to start their own online college operation called Coursera.

Less talk, more questions

But Ng and Koller actually have ratcheted things up another notch. Instead of just distributing its own online courses, Coursera has formed partnerships with some of America’s top universities to help them convert courses for free Internet access. Last month, the startup announced that in addition to its four original partners,–Stanford, Princeton, Penn and Michigan–it has added 12 more, ranging from Duke and Johns Hopkins to the University of Toronto and the University of Edinburgh in Scotland.

So what does that mean? For starters, Coursera is spreading what’s becoming the new model for online teaching. No more videos of professors talking non-stop for an hour. Instead, lectures are chopped into much smaller chunks, say 10 minutes long, with students asked a quiz question every few minutes. They need to answer correctly before they can move on with the video.

And having tens of thousands of people taking the course at the same time makes it much easier than you would expect for students working on their own to find and study with like-minded classmates. Ng says that, on average, it takes only 22 minutes for someone to get a question answered in Coursera’s online forums.

The huge size of Internet classes–they’re now known as massive open online courses or MOOCs–also allows for much more comprehensive analysis of how subjects are taught and whether they’re understood. Since the online behavior of students is tracked–where they rewind videos, how they respond to quiz questions, etc.–professors can see where a large number of students may have struggled or given the same wrong answer and then make adjustments. Course material now not only has to be interactive, but also more dynamic. Immutable lectures, delivered as if chiseled on stone tablets, are going the way of chalkboards and elbow patches.

Professors also will be teaching classes far more culturally diverse than any they’ve previously experienced. When Coursera announced a few week ago that its enrollment had topped one million in just four months, it also noted that the students who’ve signed up for courses live in 196 different countries. Six out of 10 are outside the U.S.

Can this make money?

Is this really where college is headed? It says something that last spring Harvard and MIT launched their own their MOOC partnership called edX, and that over the summer, the University of California at Berkeley joined it. Even if top-line universities aren’t sure what they’ll gain by offering free courses to the world, they don’t want to risk being left behind if this is a template of the future.

Clearly, there remain some very large unanswered questions, starting with how do any of these partnerships make money. One notion is to charge a relatively small fee, say $50, for a student to receive a certified copy of a letter saying he or she has completed a course. In other words, it wouldn’t cost anything to take a class, but you’d have to pay for proof that you finished it.

Another idea Sebastian Thrun has floated is to have MOOCs serve as a new kind of placement service, using what they glean about students to help companies find employees with very specific skills. But, as recruiters from Intel and Dell told Bloomberg Business Week recently, a certificate for an online course may help someone land a job, but only if they already have a conventional, sit-in-a-classroom four-year degree. Only a very few colleges, including the University of Washington and the University of Helsinki, have agreed to give credit to students who complete MOOC courses.

What about cheating?

No question that plenty of skeptics are dubious about the depth and quality of an online education, who feel the sheer size of the classes precludes any level of one-on-one learning and also invites cheating.

So far only about 25 percent of the people who have enrolled in Coursera courses have actually completed them. And earlier this month The Chronicle of Higher Education reported “dozens” of complaints about plagiarism in essays written for some of the humanities courses Coursera is now offering. (Almost all of the free online courses to date have been in science or technology.)

The accusations actually came from other students, who, in the Coursera system, grade and comment on each other’s essays. In response to the complaints, Coursera reminded students of the honor code they signed when they enrolled. It also is considering using software that can detect plagiarism.

Some professors in the program have suggested that cultural differences could, at least in part, explain why someone would lift whole sections of text from Wikipedia for a course for which they’re not receiving any credit. Eric Rabkin, a University of Michigan English professor who teaches a Coursera class, told the Chronicle that one student who admitted plagiarizing content said he didn’t realize copying and pasting text from another site was inappropriate.

Coursera’s Daphne Koller would point out that this comes with making top college courses available in places where a year ago it would have been inconceivable. She put it this way recently: “This could enable a wave of innovation because amazing talents can be found anywhere. Maybe the next Albert Einstein, or the next Steve Jobs, is living in a remote village in Africa.”

Here are a few other ways technology is changing education:

Pack light: Another well-financed online initiative called The Minerva Project will be added to the mix by 2014. Its goal is to be the first elite global university. From sophomore year on, students will be encouraged to live in a new country, or at least a new city, every semester.
That algorithm just doesn’t understand me: Winners of a competition sponsored by the Hewlett Foundation have devised algorithms that can grade essays.
Today’s assignment is from “Mythbusters:” Big media companies, such as Discovery Communications and the News Corporation, are moving into the digital textbooks business in a big way. They see it as a boom market that could become a new source of revenue.
You tie shoes?: According to an infographic from LearnStuff.com, 1.5 million iPads will be used in classrooms this year. Also, while 70 percent of American children between ages two and five can use a computer mouse, only 11 percent can ties their own shoes.

Video bonus: Want to hear why so many top universities have become enamored of Coursera? Here’s co-founder Daphne Koller, in a recent TED talk, laying out why online courses should be a big part of college education’s future.

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Randy Rieland is a digital media strategist and contributing writer in innovations for Smithsonian.com.

What’s The Future Of Education Essay Sample

The future of education is a controversial topic, and many people have different opinions on what it should be. It can be difficult to find the right words to engage readers in this type of discussion, so we hope that our essay sample will help encourage you to think about your own opinion and share it with others.

Essay Sample On What’s The Future Of Education
Thesis Statement – Future Of Education Essay
Introduction – Future Of Education Essay
How we can Map the future of Education at the world level
Why poor nations are more prone to the uneducated population in future years
How to resolve the issue of decreasing education value in the mind of people?
The Economic Development And Education Of The Country
Conclusion – Future Of Education Essay

Essay Sample On What’s The Future Of Education

Thesis Statement – Future Of Education Essay The future of education in the world seems in a crumbling state owing to the lack of employment to people even after obtaining the education of higher level. Introduction – Future Of Education Essay Today if we revolve our head around the world we will come to know that almost half of the literate population is unemployed in the present time period. As a result of which various movements that are making people aware of the importance of education are lacking its shine. People have a perspective that having a good education never leads you towards a successful career. But if we have good skills there are chances of earning a lovely livelihood in such a case. That is why people are more oriented towards professional jobs from the very beginning rather than getting into the fray of education. Here we will come to know that how the future of education is gloomy owing to the lack of employment for the educated people on a global scale. Get Non-Plagiarized Custom Essay on Future Of Education in USA Order Now Main Body – Future Of Education Essay How we can Map the future of Education at the world level The future of anything relies on its scope to give benefits and output in any way. But nowadays we can say that education does not meet the purpose of generating employment for the people. This is because several people are holding their degrees without any hope of employment owing to the high level of unemployment. That is why people are losing hope in education for sustaining the basic needs of living an average life. So based on the above arguments we can figure out what the future of education seems gloomy for the world is coming to a few couple of decades. Why poor nations are more prone to the uneducated population in future years The people who are living in poor countries are more prone to an uneducated society. This is because the primary motif of poor people is to secure a livelihood from their education to live the best life. But when the jobs are limited and people are educated in surpassing number the chances of decrease in education value are very high in such nations. On the contrary, when it comes to the developed nations their purpose is not to manage good shelter and food from their education. They read just for the sake of reading and that is why such people are more advanced towards giving value to education. That is why we can say that poor nations are more prone to the uneducated world than the developed countries of the world. How to resolve the issue of decreasing education value in the mind of people? The value of education should not be compared to the money that is being earned by the person from that education. This is because an educated person finds it comfortable to manage at every platform about how to present his thoughts, fight for his rights, etc. On the contrary, it is not possible for the one who is not well educated in society. Also, the respect owed by an educated person is far higher than the of an uneducated person. So make sure that there must not be a comparison of education with the livelihood and earning of a person. That is how we can stop this injustice that is being happened to education and going to happen in the coming few years in the future. The Economic Development And Education Of The Country The education and economic development of a country run hand in hand and a nation need to make its people educated to grow on a national scale. Some people are unable to give their role for the economic development of the country just because they are not educated. So even if you are not earning a single penny if you are an educated person you can play a good role in the development of the nation on an economic scale at the world level. At the same time, those earning high chunks of money from their skills but lack education might not be able to give a good role in the development of the country. So we can say that there should be a good value of education in a country to grow on the economic level. Buy Customized Essay on Future Of Education At Cheapest Price Order Now Conclusion – Future Of Education Essay From the above essay, we can make out a conclusion that the future of education in the coming few years is not much glorious. Most of the people are not interested in doing their studies at all and those who are starting it become droppers in the middle. Each and everyone is in the race of earning more and more money. Those who are completing their higher education are mocked by society as they do not earn that well like skilled people. So government should take some serious steps in saving the future of education so that the economy and other educated people of the society may not be loosed by it for not giving employment. That is how the gloomy future of education in India can be tackled a little bit. Hire USA Experts for Future Of Education Essay Order Now

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Make 2024 a ‘turning point’ for education, UN deputy chief urges

Addressing a high-level education on education convened by the European Union (EU) in Brussels, Amina Mohammed paid tribute in particular to the children of Gaza.

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The UN Deputy Secretary-General on Thursday called for a transformation in learning, stressing that receiving a good education represents hope for all future generations.

Addressing a high-level education on education convened by the European Union (EU) in Brussels, Amina Mohammed paid tribute in particular to the children of Gaza , who have had no education for over six months, and where there have been direct hits on 212 schools .

“Today, the light for Gaza and the children of Gaza, is out . We need a commitment to try to light that candle again for the children and the people of Gaza. Education is hope. Education is the future,” she said.

Building momentum

This year will see a series of meetings that will build on the Transforming Education Summit convened by the UN in September 2022 in response to a global crisis in education, after more than 90 per cent of the world’s children lost access to the classroom during the COVID-19 pandemic.

In September this year, world leaders will gather to forge a new international consensus as part of the Summit of the Future .

Ms. Mohammed called for two specific outcomes on education at the Summit.

“First, we need a clear recognition from world leaders of the urgent need to transform and invest in education as a global imperative ,” she said.

“Second, we need major breakthroughs on issues that are critical for education, including reform of the international financial architecture, strengthened digital cooperation and a new agenda for peace .”

Education a human right

Without additional measures, an estimated 84 million children and young people will still be denied access to the classroom by 2030, and approximately 300 million students will lack the basic – and vital – numeracy and literacy skills.

“Education is a fundamental human right. Investing in education is the greatest investment we can make in our common future , in peace, and sustainable development, and particularly in gender equality,” Ms. Mohammed stressed.

Contemporary education systems across the world are beset by challenges, including access, equity, relevance and digital inequality – which could leave billions of people behind, she added.

“I know that we can make 2024 a turning point for education. Let’s get to it.”

Spotlight on violence against women

During her visit to Brussels , the Deputy Secretary-General also chaired the Governing Body meeting of the Spotlight Initiative , the world’s largest targeted effort to eliminate violence against women and girls.

The UN initiative is in partnership with the (EU) and other stakeholders and responds to all forms of violence against women and girls .

Its programmes across 30 countries and regions, focus on domestic and family violence, sexual and gender-based violence and rising rates of femicide, together with human trafficking.

Since 2019, the initiative has resulted in more than 2.5 million women and girls accessing gender-based violence services , and two million men and boys have been educated on positive masculinity.

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Students Are Likely Writing Millions of Papers With AI

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Students have submitted more than 22 million papers that may have used generative AI in the past year, new data released by plagiarism detection company Turnitin shows.

A year ago, Turnitin rolled out an AI writing detection tool that was trained on its trove of papers written by students as well as other AI-generated texts. Since then, more than 200 million papers have been reviewed by the detector, predominantly written by high school and college students. Turnitin found that 11 percent may contain AI-written language in 20 percent of its content, with 3 percent of the total papers reviewed getting flagged for having 80 percent or more AI writing. (Turnitin is owned by Advance, which also owns Condé Nast, publisher of WIRED.) Turnitin says its detector has a false positive rate of less than 1 percent when analyzing full documents.

ChatGPT’s launch was met with knee-jerk fears that the English class essay would die . The chatbot can synthesize information and distill it near-instantly—but that doesn’t mean it always gets it right. Generative AI has been known to hallucinate , creating its own facts and citing academic references that don’t actually exist. Generative AI chatbots have also been caught spitting out biased text on gender and race . Despite those flaws, students have used chatbots for research, organizing ideas, and as a ghostwriter . Traces of chatbots have even been found in peer-reviewed, published academic writing .

Teachers understandably want to hold students accountable for using generative AI without permission or disclosure. But that requires a reliable way to prove AI was used in a given assignment. Instructors have tried at times to find their own solutions to detecting AI in writing, using messy, untested methods to enforce rules , and distressing students. Further complicating the issue, some teachers are even using generative AI in their grading processes.

Detecting the use of gen AI is tricky. It’s not as easy as flagging plagiarism, because generated text is still original text. Plus, there’s nuance to how students use gen AI; some may ask chatbots to write their papers for them in large chunks or in full, while others may use the tools as an aid or a brainstorm partner.

Students also aren't tempted by only ChatGPT and similar large language models. So-called word spinners are another type of AI software that rewrites text, and may make it less obvious to a teacher that work was plagiarized or generated by AI. Turnitin’s AI detector has also been updated to detect word spinners, says Annie Chechitelli, the company’s chief product officer. It can also flag work that was rewritten by services like spell checker Grammarly, which now has its own generative AI tool . As familiar software increasingly adds generative AI components, what students can and can’t use becomes more muddled.

Detection tools themselves have a risk of bias. English language learners may be more likely to set them off; a 2023 study found a 61.3 percent false positive rate when evaluating Test of English as a Foreign Language (TOEFL) exams with seven different AI detectors. The study did not examine Turnitin’s version. The company says it has trained its detector on writing from English language learners as well as native English speakers. A study published in October found that Turnitin was among the most accurate of 16 AI language detectors in a test that had the tool examine undergraduate papers and AI-generated papers.

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Schools that use Turnitin had access to the AI detection software for a free pilot period, which ended at the start of this year. Chechitelli says a majority of the service’s clients have opted to purchase the AI detection. But the risks of false positives and bias against English learners have led some universities to ditch the tools for now. Montclair State University in New Jersey announced in November that it would pause use of Turnitin’s AI detector. Vanderbilt University and Northwestern University did the same last summer.

“This is hard. I understand why people want a tool,” says Emily Isaacs, executive director of the Office of Faculty Excellence at Montclair State. But Isaacs says the university is concerned about potentially biased results from AI detectors, as well as the fact that the tools can’t provide confirmation the way they can with plagiarism. Plus, Montclair State doesn’t want to put a blanket ban on AI, which will have some place in academia. With time and more trust in the tools, the policies could change. “It’s not a forever decision, it’s a now decision,” Isaacs says.

Chechitelli says the Turnitin tool shouldn’t be the only consideration in passing or failing a student. Instead, it’s a chance for teachers to start conversations with students that touch on all of the nuance in using generative AI. “People don’t really know where that line should be,” she says.

Future Challenges for Emergency Management

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Posted on April 15, 2024

Emergency management, like many public service disciplines, has gone through significant changes in recent years. Industry professionals have been forced to weather a global pandemic, shifting political priorities, and inconsistent funding.

However, these difficulties underline the critical role that emergency management plays in our society being able to bounce back from disasters large and small. The constant planning, analysis and practice conducted by emergency managers is something that we all rely on, whether we’re aware of it or not.

If you’re an emergency management professional or interested in the career field, you’re likely interested to know whether trends from previous years will return or if new issues will emerge. Emergency managers prepare for as many contingencies as possible, so researching emerging issues is a worthwhile undertaking.

In this article, we explore three of the future challenges for emergency management in 2024 and beyond.

1. Public-private partnerships in disaster management

A common narrative is that innovation happens more naturally in the private sector than the public sector. The reality may be more nuanced , but there are tangible benefits when government agencies align with businesses to form public-private partnerships , especially in disaster management.

Modern technology offers indispensable advantages , allowing experts to rapidly comb through massive amounts of data and potentially even develop predictive models to determine the location and severity of natural disasters well in advance. In some cases, these efforts are for proprietary business purposes, but they can also be utilized to assist government agencies in disaster response.

The Federal Emergency Management Agency provides guidance for sharing information within public-private partnerships and the foundations for building them . In one case study, FEMA detailed a supply chain group in Houston that included representatives from power, water, building supplies, telecommunications, transportation, and most recently grocery stores. That group was relied on heavily during the city’s response to the most disruptive emergency in recent years, the COVID-19 pandemic.

2. Climate change’s impact on natural disaster frequency and intensity

Although it’s more of an existential threat compared to the rest of what emergency managers face on a regular basis, climate change should also be top of mind in the profession. Climate change continues to have a measurable impact on natural disasters. As the U.S. Geological Survey outlines :

Increasing global surface temperatures can lead to increased chances for droughts.
More water vapor evaporating into the atmosphere becomes more fuel for powerful storms to develop.
Warmer ocean surfaces can lead to increased wind speeds during storms.
Rising sea levels expose locations with higher elevations to erosive waves and currents.

What can emergency managers do about climate change? The Federal Emergency Management Agency is one source for ideas; for example, a 2021 resource published by FEMA outlines five ways they work to support climate resilience:

Providing information about climate-related risks.
Supporting the use of climate forecasting information for planning and project design.
Supporting risk reduction actions and nature-based or green infrastructure solutions.
Providing access to and encouraging the use of disaster insurance.
Supporting coordinated partner approaches to building community adoption strategies.

Additionally, emergency managers can research – and promote – adaptation strategies like those presented by the Environmental Protection Agency covering categories such as air, water, waste and public health.

3. Social media’s growing role in emergency response

More than half of the world population uses social media actively, making it an undeniably valuable tool for disseminating critical information about local, national and global emergencies. The ubiquity of smart devices and constant internet access is continuing to change emergency response in multiple ways.

Some of those changes are for the better. Emergency managers can communicate their messages in real time on a much larger scale than previously possible, and social listening tools can allow agencies to identify crises and direct first responders to those locations quickly.

Alternatively, the growth of social networks has also led to misinterpretations, misrepresentations and imitations by malicious actors. Although this has been an issue on the internet for some time, the recent growth of generative artificial intelligence tools has created new risks for fact checkers and other stakeholders. Anyone can use a generator to create a fake image and spread it online, so emergency managers must understand this and be prepared to spot it.

Emergency Management Education at CSU

Preparing for the future of emergency management means immersing yourself in the latest developments, technology and theories in the field. Here at Columbia Southern University, our online degree programs in emergency management are designed to help you dive deep into these topics and show you the way to becoming an emergency management expert.

To learn more about our online degrees at the bachelor’s and master’s degree level – plus our recently-launched Doctor of Emergency Management – visit our website .

Multiple factors, including prior experience, geography and degree field, affect career outcomes. CSU does not guarantee a job, promotion, salary increase, eligibility for a position, or other career growth.

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