future-of-educationIt is with great excitement that I can announce that today marks the release of “Certifying Skills and Knowledge: Four Scenarios on the Future of Credentials.” As the name implies, this paper seeks to describe four possible futures for credentials. During the research process for the paper, we were fortunate to have quite a few rich discussions about where credentials might be headed. The response we received during these discussions was typically one of excitement.

Generally speaking, most of our future of learning work has touched on credentials, but only as a piece of the larger emerging future of learning. So why focus solely on them for this paper?

It is not uncommon to hear that we are living in a “VUCA” world. “VUCA” is an acronym for volatility, uncertainty, complexity, and ambiguity, or to put it another way, “It feels like the world is going crazy!” Part of living in a VUCA world is dealing with accelerating change and disruption. The rate of change we experience is increasing, leading to increased disruption, and as a result contributing to those feelings of volatility, uncertainty, complexity, and ambiguity. How might this relate to credentials?

We are currently witnessing disruptions to many of our industries and institutions. We can count our educational system and employment sector among the list of those having to contend with deep levels of disruption, and as a result what it means to acquire knowledge and skills and also how we might credential those accomplishments is changing. Fundamental changes in how we educate people promise to change how we credential learning. At the same time, changes to how we work could alter the value that we place on current credentials, affect how we assess and award credentials, and give rise to new forms, which could in turn have the potential to disrupt the education sector even further.

As forecast in KnowledgeWorks’ Recombinant Education: Regenerating the Learning Ecosystem and the related infographic, A Glimpse into the Future of Learning, education in the United States is facing a decade of deep disruption as the digital revolution and the accompanying cultural and social changes reshape its structure. These disruptions point towards a future in which education will be increasingly personalized to each learner, school will take many forms, and a variety of learning agents will guide students in their learning journeys. With education becoming increasingly learner-centered, assessment is likely to become increasingly focused on mastery instead of time, with new uses of both formative and summative assessments to inform learning.

The employment sector is also experiencing change, affecting how, when, and where people might work. Current trends are pointing towards a future of work in which people are likely to think less in terms of climbing a career ladder and more in terms of navigating a career lattice. Employment is increasingly becoming ad hoc and networked, with full-time employment for a single organization declining as employers increasingly seek talent on demand. At the same time, drivers of change such as new forms of automation, an aging workforce, mobile technologies’ blurring the line between work and home life, and economic globalization are pushing employees to hold multiple careers across their lifetimes and sometimes even at the same time. Such shifts could push many people to be in a mode of constant learning and continuous career readiness and could increase the need for specialized training similar to that required for professionals such as doctors, lawyers, engineers, and scientists.

With future trends pointing toward profound shifts in the structures of both education and work, credentials could evolve considerably over the next ten years. Given the roles that credentials play as symbols of knowledge, motivators for pursuing training and education, and the primary means of gaining access to as well as navigating today’s job market, it is important to consider what credentials might look like in ten years, how they might be earned, and how they might be evaluated.

To find out more about how these changes might affect the future of credentials, you can explore the full paper here, as well as connect with me on Twitter @jasonswanson.

Share

{ 0 comments }

During my webinar with the Center for Online Innovation in Learning (COIL) at Penn State University earlier this month, a participant asked where educational institutions might start in transitioning to a new learning ecosystem.

For quite a while after we released KnowledgeWorks’ Recombinant Education forecast, I would have answered that we need to make our learning structures more flexible and more diverse. I still think that we need to enable the development of diverse learning structures that enable learners and their families to access the right learning experiences at the right time and make use of many kinds of resources across community landscapes.

But over the last year I’ve come to place learning cultures first. In light of our vision for vibrant learning ecosystems in which all learners have equitable chances of thriving, I think that incumbent education organizations would do well to start by working to enable new personalized learning cultures. Those learning cultures would cultivate inquiry, creativity, and play. They would support learners in following their interests in meaningful collaborative contexts. They might accommodate some degree of choice over what individual learners chose to master, or at least over how learners pursued common learning standards.

I see learning cultures as a starting point for incumbent institutions because any organization can attempt to change its culture. That work is hard and time-consuming. But it can be easier to approach than restructuring a long-established institution, and it can happen at multiple levels of hierarchy and scale. Cultures are foundational. They tend to persist across changes of organizational structure, with people reverberating back to their old ways of working and learning unless they come to interact with one another in new ways and orient around their activities around clear values.

Each education organization has to decide what kind of learning culture it wants to foster in pursuit of its vision for learning. As I outlined in “Innovating toward Vibrant Learning Ecosystems: Ten Pathways for Transforming Learning,” large-scale educational transformation will require many organizations’ pursuing complementary trajectories of change simultaneously. But, because learning cultures are so central to students’ experiences, I think that fostering them can be a good starting point for schools, universities, and other educational organizations seeking to explore their place in the expanding learning ecosystem.

Share

{ 0 comments }

ESEA Reauthorization: An Opportunity to Rethink School Improvement, Rigor, and Relevance

by Lillian Pace April 16, 2015

School improvement is one of the hottest topics in national education policy debates. Many of us can probably recall a pointed conversation or two about whether the federal government, states, districts, or even parents know best when it comes to improving underperforming schools. Fortunately, years of conflict finally resulted in a breakthrough – one that […]

Share
Read the full post →

Senate Committee Gives Competency Education Major Boost in ESEA

by Lillian Pace April 16, 2015

Earlier this year, I wrote a blog post celebrating the inclusion of competency education in a discussion draft for reauthorization of the Elementary and Secondary Education Act (ESEA). I called this entry to the national conversation a significant victory for competency education advocates. As it turns out, that victory was just the beginning of the celebration. […]

Share
Read the full post →

Exercising Choice over the Future of Learning

by Katherine Prince April 13, 2015

During a recent webinar with the Center for Online Innovation in Learning (COIL) at Penn State University, I had the chance to share highlights from our Recombinant Education forecast and the related infographic and talk with participants about the implications of future trends for learning. Their thoughtful comments grappled with the potential consequences of transitioning […]

Share
Read the full post →

Exploring the Expanding Spiritual Ecosystem

by Katherine Prince April 6, 2015

What’s emerging on the spiritual landscape and what might those changes signal for mainline protestant denominations and local churches ten years out? That’s not a question I’d normally ask in my role with KnowledgeWorks, given our focus on education. But Rev. George Meier of the United Church of Canada reached out in the context of […]

Share
Read the full post →
UA-13051511-1