Valerie Hannon

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International Schooling for Tomorrow
FutureSight National Launch 21/09/04
Valerie Hannon Director, Innovations Unit
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The UK Partnership
FutureSight
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KNOWLEDGE POOR
1970s Uninformed professional judgement
1980s Uninformed prescription
NATIONAL PRESCRIPTION
PROFESSIONAL JUDGEMENT
2000s Informed professional judgement
1990s Informed prescription
KNOWLEDGE RICH
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The Reform Dynamic

• Our goal is to improve the quality of teaching
  and learning throughout the system. We will do
  this by building capacity and providing
  flexibility at the front line, backed by an
  intelligent accountability framework and by
  targeted intervention to deal with
  underperformance

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• We need a new relationship between DfES,
• LEA and schools that
• Strips out clutter and duplication
• aligns national and local priorities
• releases greater local initiative and energy.
• David Miliband
• January 2004

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School Improvement
Teaching and Learning
Personalised Learning
System Wide Reform
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The Five Components of Personalised Learning
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Maxmin and Zuboff
During the past forty years, people have changed
more than the institutions they rely on. As a
result, a chasm of mistrust and unmet need now
separates people and organisations.
Last time there was such a chasm (100 years ago)
it resulted in mass production, Fordism, and the
current model of public services. We face another
major paradigm shift.
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Change Forces The Perfect Storm
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Copernican Inversions
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Copernican Inversions
Person-centred
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Charles Leadbeater
Schools as solutions assemblers, helping children
get access to the mix and range of learning
resources they need.
Schools should be gateways to networks of public
provision
Schools sharing resources and becoming centres of
excellence
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FutureSight An iterative, experimental
process-tool developed through seven seminars
with

• Senior policy-makers
• Leaders of schools facing challenging
  circumstances
• Year 9 and 12 students
• Leaders of Leading Edge schools
• Leaders of schools developing personalised
  learning

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FutureSight The ProductA 4-module 24-hour
process
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Towards Futures Literacy?

• Incorporated into national Standards for
  Headteachers
• Development of vocabulary, concepts, knowledge
  and disposition
• Capacity to articulate coherent vision of the
  future
• Engage in informed debate about the future of
  learning

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Future Plans

• Materials launch (September 2004)
• Enable continued use for developing leadership
  capacity (school networks LEAs)
• Support schools/LEAs to use FutureSight in local
  contexts
• Use FutureSight to support practitioners involved
  in policy development e.g. Building Schools for
  the future (2bn p.a. to renew secondary school
  stock)
• Use modifications of FutureSight in a range of
  other policy contexts e.g. personalisation
• Address an appropriate methodology for policy
  makers with generative potential