Overview

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• Overview
• What is the Beyond Current Horizons Programme?
• What approach is it taking?
• What activities does it involve?
• How might this group engage with the programme?

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• What is the Beyond Current Horizons Programme?
• Long term futures programme intended to
• Enhance the futures thinking capacity of UK
  educators
• Inform current decision making and planning
• Futurelab running the programme in partnership
  with DCSF

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• The aim of the programme
• The BCH programme is aiming to build a set of
  challenging and long term visions for education
  in the context of socio-technological change
  2025 and beyond
• ....
• In order to inform and evaluate current strategic
  planning

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Our approach
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• Not predictions ...

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Multiple methods

• Mapping existing trends
• Commissioned science reviews of existing evidence
  and potential future trajectories
• Identification of key levers that might push
  trends in different directions
• Understanding aspirations and expectations
• what people believe will happen, what people are
  working to make happen, what people want to
  happen
• Exploring emergent ideas
• Interviews and events bringing together leaders
  in education, industry, research, arts, politics,
  social action....
• In order to....

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Build multiple scenarios to test strategy today
...

• What possible diverse futures for education do
  these existing trends, emergent possibilities and
  values give us?
• How robust are our plans in the context of these
  different futures?
• To help make decisions now and in the future

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Year 1 (2007-2008)

• Reviews of Previous Futures
• Identifying previous efforts to engage in
  futures research in education
• Examination of existing futures methods
  analysis of how appropriate to education
• Identification of leading researchers and
  specialists
• Definition of the objectives of the programme
• Identifying the key issues and possibilities
  through
• Initial stakeholder and public consultation
• Workshops and events with parents toddlers,
  baby boomers, teachers and teenagers
• Interviews and meetings with education
  technology industry, NDPB partners, futures
  researchers and consultants, DCSF BECTA policy
  teams
• Online consultation website
• Consultation with leading researchers
• Commissioning outline challenge papers
• Establishment of an expert advisory group

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Year 2 (2008-2009)

• Building The Evidence the 5 challenges
• Challenge leads (leading academics)
• Commissioning of 50 scientific papers on
  existing trends, divergent futures
• Workshops to generate emergent ideas not yet in
  the literature
• Cross challenge events bringing together
  leading thinkers and doers outside academia and
  education
• Expert Advisory Group meets 3 times
• Public and Stakeholder Engagement
• Citizens Jury
• Million Futures and Beyond Current Horizons Power
  League
• (with your permission) interviews and engagement
  in events with key policy partners

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3 key outcomes

• The BCH Scenarios
• 6 scenarios mapping potential divergent futures
  for education, based upon the evidence and ideas
  generated in the programme
• Guidance on how to use these in strategy and
  planning activities for head teachers, Local
  Authorities and others...(particularly BSF)
• The BCH Scenario Toolkit
• A suite of online tools that leads head teachers,
  Local Authorities and others through the process
  of future scenario development and use,
  including
• Defining questions, identifying key issues to
  consider, identifying key variables, building
  scenarios, testing policy options through
  scenarios, using scenarios with stakeholders
• The BCH Resource Bank
• All evidence from the programme collated in an
  easily accessible and searchable format,
  including
• Synopsis of evidence
• Scientific reviews
• Events and ideas generated
• Consultation tools
• Links to further resources

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The BCH scenarios will explore ...

• Educational goals
• Educational personnel
• Educational institutions
• Educational methods
• Educational tools
• Educational outcomes
• Beliefs about education

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The 5 Challenge Areas

• Generations and Life-course
• Identities, Citizenship, Communities
• Knowledge, Creativity and Communication
• Working and Employment
• State/Market/Third Sector

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1. Generations and Life-course

• Professor Sarah Harper, Director of the Institute
  for the Future of Aging, Oxford University
• What changes in families, inter-generational
  relationships and aging processes might emerge in
  interaction with developments in new
  technologies?
• How might education respond?

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2. Identities, Citizenship and Communities

• Professor Helen Haste, University of Bath
• How might cultural identity, citizenship and
  community develop at the intersection between
  globalisation/localisation forces and network
  technologies?
• How might education respond?

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3. Knowledge, Creativity and Communication

• Dr Carey Jewitt, Deputy Director, London
  Knowledge Lab
• How might developments in science and technology
  interact with social processes to create forms of
  knowledge creation, circulation and
  communication?
• How might education respond?

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4. Working and Employment

• Professor Rob Wilson, University of Warwick
• How might technological and economic trends
  inter-relate to develop new working and
  employment practices ?
• How might education respond?

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5. State/Market/Third Sector

• Professor Lydia Plowman, University of Stirling
• How might institutional and technological trends
  inter-relate to offer new forms of educational
  provision?

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Selected Cross Challenge Activities

• Science and Technology Subgroup led by Prof Dave
  Cliff, Bristol University (review
  cross-challenge oversight)
• Demographics (review)
• Popular images of educational futures and how
  to explore and unsettle these (event)
• Dealing with uncertainty and risk (review and
  event)
• Others....?

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Getting involved keeping up to date ...?

• Identify opportunities for engaging with your
  networks (events other communications tools)
• Identify opportunities where you can share your
  own thinking about educational futures
• Share Consultation tools with your networks
• http//www.beyondcurrenthorizons.org.uk/powerleagu
  e/
• http//www.millionfutures.org.uk/
• Website (www.beyondcurrenthorizons.org.uk)
• E-newsletter (sign up on the website)
• Dan Sutch (Futurelab)
• Dominic Flitcroft (DCSF)

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• What links....?

• A line of electrocuted monks?
• A myth of sympathetic needles ?
• A new language?
• A conversation on a transatlantic voyage ?
• A chemistry professor?
• The desire to get some news of family?

• ... the telegraph

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• The telegraph then becomes part of ...

• Love

What an enemy science is to romance and love! On
the telegraph being extended to Gretna and
allowing disapproving parents to inform the
authorities
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• The telegraph then becomes part of ...

• Love
• New business practices

Steam is one means of commerce the telegraph
another, and a man may as well attempt to carry
on successful trade by means of the old flatboat
and keel against a steamboat, as to transact
business by the use of the mails against the
telegraph St Louis, 1847
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• The telegraph then becomes part of ...

• Love
• New business practices
• Global relations

What can be more likely to effect peace than a
constant and complete intercourse between all
nations and individuals in the world? The
telegraph wire, the nerve of international life,
transmitting knowledge of events, removing causes
of misunderstanding, and promoting peace and
harmony throughout the world
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• The telegraph then becomes part of ...

• Love
• New business practices
• Global relations
• Warfare

Exposed to swift dictation from Paris, the French
had to learn what it was to carry on a war with
Louis Napoleon planted at one of the ends of the
wire, and at the other, a commander like
Canrobert, who did not dare to meet Palace
strategy with respectful evasions
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• The telegraph then becomes part of ...

• Love
• New business practices
• Global relations and wars
• New family relationships and work-life balance

The merchant goes home after a day of hard work
and excitement to a late dinner, trying amid the
family circle to forget business, when he is
interrupted by a telegram from London...the
businessman of the present day must be
continually on the jump... W.E.Dodge, 1868
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Social/technological futures shaped by ...

• Existing social contexts

Developments in science and technology
Desires for the future