The Learning revolution

The Learning Revolution Creating a shared view of what education should look like in this decade.

www.serc.ac.uk

Authors Julie Wilson Founder and Executive Director the Institute for The Future of Learning Paula Philpott Head of South Eastern Regional College’s (SERC) Learning Academy

Contributors: Ken Webb Principal and Chief Executive (SERC) Michael Malone Director of Curriculum and Information Services (SERC) Heather McKee Director of Strategic Planning, Quality and Support (SERC)

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Contents Where are we?

5 Digitalisation 6 Globalisation and societal trends 6 Shifting Higher Education 6 Northern Ireland 6 Where might we go?

What's worth learning?

How is it best learned?

How can we get it taught that way?

How do we know it has been learned?

8 8 9 9 10

Who has already gone there?

What is worth learning? (Case Study 1) New Tech Network (NTN) Schools How can it best be learned? (Case Study 2) High Tech High How can you get taught that way? (Case Study 3) South Eastern Regional College (SERC) How do you know it has been learned? (Case Study 4) Mastery Transcript Consortium

12 13 13 15 15 16 16 19 19

How can change be enabled?

Changing hearts and minds Ownership and buy in Top down / Bottom Up Professional Development Support Change requires leadship at all levels

20 20 20 20 21 21

What change would you like to see?

22 References 23

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Where are we?

Change is the one constant facing education today. Whether it is to the curriculum, administration, funding, or technology all present undeniable challenges. The pandemic caused by the coronavirus (COVID-19) has been like no other time in education history.

It has challenged our view of education. It has disrupted and created a new “normal� within education and has afforded us the opportunity to rethink what education could and should look like. The demanding nature and complexity of the teacher’s role has become more transparent over this period as well as the inequity of access to hardware, software and internet connection which has served to widen existing inequalities. The pandemic has stress tested the system of education and only the most agile have thrived.

In turbulent times, now more than ever before, the voice of those who can influence and reshape our education system for this century is needed. It is not simply teachers nor educational leaders who should shoulder this responsibility, we all have a part to play.

A considered approach is needed which is collaborative not reactionary, where policy is done with teachers not to them. We need a shared view of what education should look like in this decade. If we can do this as educators, policymakers, business leaders and as a community, then we

can change the goals of our education system and how they are achieved.

Education is built into the DNA of nation building and this has led to an intense level of scrutiny and critical discussion. The world has changed, and that change is accelerating.

This new era provides an opportunity to change the landscape of education, ending the current industrial model grounded as it is in language, logic and recall. We have the opportunity to create a system which equips learners with the necessary skills, knowledge and habits of mind to thrive in what is becoming an increasingly unknowable future. Leading critics of the current educational system complain that it no longer provides the workforce skills, knowledge and habits of mind needed to thrive in work and life. Some have sought to move away from the traditional view of bricks and mortar schooling and timetabled classes which focus on a manufacturing line approach, to one which recognises the complex nature of learners and this reinvention is gaining traction. If we want a more flexible learning environment that prepares our children for an unknowable future, we are talking about a deep culture change.

We need to explore the fundamental

shifts required when moving from the industrial model of education to a post-industrial model, recognising the kind of change we need to lead.

In the complex undercurrents of the 21st Century, learners are increasingly at sea navigating the world and their role in it. Much remains to be done to ensure that students are equipped with the skills, knowledge and habits of mind needed to thrive in society and in the workplace. There are critical challenges in all countries of the world irrespective of the levels of development. Increasingly the gap between the years that students are spending in school and the years of learning equivalence, is impacting their prospects. There is an urgent need to transform education and training, to harness inherent opportunities for economic prosperity, societal progress, and individuals to thrive. Literacies associated with the industrial model of education are not addresing the current global challenges. Students need opportunities for deeper learning which harness the skills and knowledge they need to thrive in work and life.

We need a learning revolution Why the learning revolution? The world is changing profoundly and the education system is playing catch up.

Key drivers of change include:

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Digitalisation The boundaries of the traditional “classroom” have changed, with vast quantities of the world’s information able to be accessed at the click of a button. The teacher is no longer the only source of content. In this era, it is not simply about what students know, but what they do with what they know.

This presents a dilemma for educators as they grapple with what this means for teaching, learning and assessment.

A report within The Economist predicted that there would be employment upheaval for both skilled and unskilled workers as technology and automation become more prevalent in the workplace.i This disruption will have a knock-on effect on education and institutions which fed the skills pipeline. Andreas Schleicher, Director for the Directorate of Education and Skills, notes that the challenge facing teachers is that the skills which are easiest to teach and test are also the skills that are easiest to digitise, mechanise and contract out.ii

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Globalisation and societal trends

Shifting Higher Education

Education is the engine that fuels the development of citizens who will contribute effectively to society and economic progress. What do trends like population aging, urbanisation, climate change and digital transformation mean for the future of work? What are the skills, abilities and knowledge individuals need for life and work in this era? There are opportunities to boost growth – if our education system is agile enough. In this complex landscape learners need new ways of thinking, working and being as well as tools to successfully navigate this. The OECD skills report emphasises that the Vocational Education and Training (VET) sector is agile enough to respond quickly to changes taking place in the workplace because of its strong links with industry and notes that when “properly designed, VET systems can offer high levels of employability and access to high-quality jobs, including emerging sectors such as the digital economy”. iii

Increasing access to university has been a traditional response to the need for a workforce with more complex skills. However, a recent Gallup poll noted that just over half of adults in the U.S. consider a college education (higher education course) to be ‘very important’.iv Extrinsic motivation has been at the heart of the current educational model, but learners want a ‘return’ now, not in three years’ time when they graduate. Diminishing confidence in the relevance and worth of Higher Education qualifications may in part be due to the cost verses value debate and scepticism that this will ‘pay off’.

Northern Ireland Within Northern Ireland over twice as many men as women are unemployed.

The majority of unemployed men are low skilled and low qualified and therefore less likely to secure employment in the long term without upskilling.v Despite there being a slower

growth in workforce requirements, three-quarters of businesses in Northern Ireland lack confidence in their ability to fill highly skilled roles.

This shortage will inevitably constrain labour productivity in the region.vi To fully leverage the potential of this workforce we need an education system that equips them with futureproof skills to help them take advantage of continuous retraining and upskilling. Demographic trends note that with improved health and increased life expectancy, some older employees are choosing to remain in the workforce for longer. The rate of employment amongst the younger population is decreasing, yet the rate of employment in the over 65s is increasing year on year, due in part to personal debt and later in life mortgages.vii Skills based training is needed to help this age group transition to more suitable job roles.

There is a rise in the number of new graduates unable to find suitable employment or taking on low skilled work. Research by the Education and Employers Taskforce found that students who have multiple encounters with businesses while at school are less

likely to end up not in employment, education, and training (NEETs). 36% of schools in Northern Ireland do not provide opportunities for students to engage with businesses.viii Governments want high value, high skills economies. Often qualifications are seen as a proxy for skills, but increasingly employers are noting the need for skills beyond exam or test based qualifications. The most recent Pearson/CBI Education and Skills survey for Northern Ireland identified that almost three-quarters of businesses are not confident they will be able to fill highly skilled roles.ix Skill shortages are costly and hamper growth. OECD Skills Strategy 2019 notes that “To thrive in the world of tomorrow, people will need higher levels and different types of skills.” x Human centric skills such as creativity, collaboration, adaptability and emotional intelligence were identified in Linkedin’s 2020 Workplace Learning Report, as the trending soft skills employers look for.xi UNESCO defines these skills as transversal skills and have been refined

by CCEA and the Department of the Economy (DfE) as: xii

1. Self-management 2. Working with others 3. Work professionalism 4. Problem solving/decision making 5. Digital Literacy 6. Citizenship/participating in society According to a study reviewed by the Organisation for Economic Cooperation and Development (OECD) employers reported that a lack of soft skills (e.g. having the right attitude, flexibility, communication, punctuality and the ability to make a professional introduction) as a reason why someone may not be employed. The report highlights that employers and industry require employees to have: people skills, communication skills, ability to work in a team, problem solve, adaptability, time management skills, have self-confidence and a strong work ethic. “57% of businesses reported soft skills are more important than hard skills”.xiii The report notes that education tends to focus on the acquisition of hard skills but needs to integrate opportunities for learners to develop the soft skills employers need. Next generation learning needs to go beyond language, logic and recall.

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Where mig David Perkins proposes four questions that act as signposts for our journey xiv: 1. What's worth learning?

2. How is it best learned?

3. How can we get it taught that way?

4. How do we know it has been learned?

What’s worth learning?

There is growing agreement that the literacies associated with the industrial model of education will not fully address the current global challenges.

Despite the mix of terminology used, studies suggest a growing consensus and overlap in the skills, competencies and attributes that may be considered important in this era. Julie Wilson, in her book “The Human Side of Changing Education: How to Lead Change With Clarity, Conviction, and Courage� summarises these as: xv Yet these are merely a launch pad for society to consider its own answer to what is worth learning.

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ght we go?

Tony Wagner's The Global Achievement Gap

Sir Ken Robinson’s Creative Schools

Hewlett Foundation’s Deeper Learning Network

Partnership for 21st Century Skills

Institute for the Future of Learning Worthy Skills

Critical thinking and problem solving

Curiosity

Mastery of core academic content

Learning and innovation skills (the 4Cs):

Self-directed learning

Creativity Collaboration across networks and leading by influence

Criticism

Critical thinking and complex problem solving

Communication Agility and adaptability

Communication Collaboration

Planning, adaptability and agility

Collaboration Collaboration

Initiative and entrepreneurship

Creativity and innovation

Compassion

Creativity Effective communication

Critical thinking

Learning how to learn

Life and career skills

Strengths, awareness and application Self-efficacy

Effective oral and written Composure communication Citizenship Accessing and analysing information Curiosity and imagination

Global citizenship An “academic mindset” Information, media and technology skills Relationship building Key subjects – 3Rs and 21st century themes

Critical thinking and problem solving

Table 1: Adapted from Wagner (2014), Robinson & Aronica (2016), Hewlett Foundation (2013) and Partnership for 21st Century Skills (2017)

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How is it best learned?

What's worth learning and how it is best learned are inextricably linked. The industrial age model of education is grounded in behaviour theory seeing the child as an empty vessel waiting to be filled and learning as simply disseminating information which will be consumed and then regurgitated for assessments. The NI Skills Barometer cites “in recent years technological advancements which automate routine tasks have significantly enhanced the requirement for businesses to have employees with strong non-cognitive skills”.xvi A learning model is needed that engages students in real-world challenges that are related to industry and community, helping them develop professional and technical skills, as well as a range of wider transversal skills to allow them to prosper in an era of unprecedented change. Stanford’s CDIO initiative (Conceiving, Designing, Implementing and Operating) provides students with an education set in the context of real-world systems and

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products. Using active learning, group projects and project based learning the approach helps students develop their technical knowledge and skills as well as wider transversal skills including the personal skills and attributes associated with their industry. This is similar to the challenge-based learning model used in the Basque Country VET Colleges. It centres on real world, collaborative learning based around challenges.

Structured in such a way that they provide opportunities to develop the professional competences and transversal skills (autonomy in learning, teamwork, innovation, digital competence) needed for their professional career. This model emphasises learning as a process of evolution, with students driving the learning, resulting in greater autonomy and responsibility. Within each ‘challenge’ there are opportunities to review and refine thinking as well as to evaluate and provide feedback. This model has impacted learning space design (with the need for more flexible spaces which encourage active collaboration) as well as the role of the teacher in the classroom. A more general description of these

approaches would be under the banner of Project Based Learning (PBL). PBL uses real-world projects to build the skills, habits and knowledge of students.

How can we get it taught that way?

Having set a vision of the change that is needed, we need a shared understanding and the capacity of all stakeholders to be active participants in this change. This means being willing to unlearn old habits and learn new skills, alongside the students. Pedagogy within a school is often a reflection of the school’s culture and cultural change does not happen overnight. For change to happen, teachers need time to experiment, reflect and iterate their practice, to build the capacity to change. Having this space allows them to develop, plan collaboratively and redesign the learning, teaching and assessment. This work is both long term and developmental. It takes time to design and embed a culture of meaningful development which moves the culture and vision of the

organisation forward. Alongside the change to pedagogy are the structure, systems and processes changes that will be needed. Often this change is significant. School leadership structures may mirror an industrial hierarchical model where senior management make all the decisions and autonomy is reduced the closer you get to the classroom. If we want students to be innovative, collaborative, and autonomous, the system in which this work happens must reflect that culture, a true learning organisation. The system must allow for change, risk and failure. This may mean that success needs to be redefined and the system aligned to the new vision. How learning spaces are used, and the scheduling of the school day are constraints to be addressed if deeper change is to happen. Rethinking and redesigning the use of time and space may help in this transition, as critical conversations consider what these might look like in the light of the new vision. Investment is needed in the development of the curriculum, its teachers and managers to develop each person’s individual capacity as leaders in the process, as well as in the resources and systems that will sustain it. This is a marathon not a sprint.

How do we know it has been learned?

In considering what is worth learning, we also need to reflect on what and how we measure its value. Changing assessment is at the core of a systems level change to the industrial era model of education. Autonomy and risk are inherent in the changes being advocated. This means moving from a system of control, compliance and mitigating risk to one of autonomy, innovation and embracing risk. Some staff will need evidence that this will work. Assessing the learning when using these approaches and making

the data available to a broader audience will help drive this change at scale. Redesigning assessment practises to measure what matters most to your organisation, is an integral part of realising the vision. Use the collective influence of others in your sector to change a national assessment approach such as in the case of the Mastery Transcript Consortium (see the next section). Measuring what matters most in an authentic and meaningful way helps students demonstrate the knowledge skills and habits of mind they have developed. Let’s start assessing what we value, instead of just valuing what we assess

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Who has already gone there?

All schools, colleges and universities are different, yet what are the success factors needed for deep sustained change? Just as there is a wealth of literature discussing “21st Century Skills�, there is also a range of emerging examples where educational reform is addressing the current and future demand for work ready skills at local, national, and international levels.

Immerse yourself in the work of progressive giants and innovators as they lead the way.

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Case Study One

What is worth learning?

New Tech Network (NTN) Schools With approximately 85,000 students across 214 member schools in 2018-2019 and 5,000 teachers, NTN has been able to achieve a 94% graduation rate (as compared to the national average of 85%). Lydia Dobyna, president and CEO of the New Tech Network, states that “New Tech Network’s mission is to co-create schools that ensure all students regularly engage in authentic, complex thinking and problem-solving and experience a learning environment that is safe, inclusive, and emotionally supportive� . NTN schools have focused on the beliefs and mindsets of staff, building capacity to transform the learner experience through high quality project-based learning (PBL). Their model, alongside a supportive culture of extensive, tailored coaching, has created an eco-system for staff and students to become more innovative. In collaboration with the Stanford Centre for Assessment, Learning, and Equity (SCALE), NTN developed a set of rubrics to facilitate the assessment of specified outcomes linked to college readiness: knowledge and thinking; oral communication; collaboration; written communication; agency. Their learning management platform (ECHO) supports project-based learning and captures the deeper learning skills students are developing as well as providing exemplar resources and PBL assignments. NTN has created an environment which has positively impacted student learning, helping graduates become more work ready. xvii

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How can it best be learned?

Case Study Two

High Tech High Originally started as one small public school with 450 students, High Tech High is now a network of sixteen charter schools in the U.S. and espouses a philosophy of learning around productive activity through project-based-learning. Projects are designed to support industry and the community. The buildings have been designed to reflect the methodology championed by the schools, with collaborative open spaces, effective use of glass to make spaces visible to others. This design resonates with their project-based learning approach.

By research and discovery, students can integrate their learning into real world projects, seeing immediately the relevance of their studies and experiencing interactive, hands-on learning opportunities. Personalisation of the curriculum is a partnership between teacher and student, allowing projects to be modified to reflect the students’ interests. This focus on relationships and the autonomy teachers have to design the curriculum and assessment has been empowering. Students are able to present their ideas, work collaboratively and take the initiative. These wider skills are important as learners prepare for life and work. Traditional boundaries between curriculum areas are less apparent and the curriculum more integrated. The purpose of technology in High Tech High is not for consumption, rather for production.

Students are assessed on e-portfolios where they showcase their developing skills alongside their contribution to group activities and their presentation of learning (POL) where they explain how their learning has been applied to real life. 100% of High Tech High graduates are accepted to college.

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Case Study Three SERC has made a significant shift from the traditional industrial era approach to education, to a new model designed to meet the shortages and gaps identified by the NI Skills Barometer. They designed a Project Based Learning (PBL) model based on Stanford’s CDIO initiative and the challenge-based learning model in the Basque Country VET network. The SERC PBL model provides a context for all learners to work in multidisciplinary, collaborative projects, preparing students for the experience they will have in industry.

The projects start from questions and are designed to develop the

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How can you get taught that way?

South Eastern Regional College (SERC)

skills, attitudes, behaviour, experience and qualifications learners need to succeed in the world of work.

Investment in Continuous Professional Development (CPD) was a key component in the implementation of PBL college wide. CPD enabled staff to unlearn some of the deeply engrained habits they had developed and to relearn new PBL, planning and collaboration skills. Curriculum managers have become learners as they developed and improved their own skills and practice, demonstrating perseverance and the mindset needed for a project-based world. Initially

having been trained in PBL, they trained over 350 staff. This approach built the capacity of teachers and managers to become leaders in the process. Staff have also been supported through SERC’s Learning Academy pedagogy mentors, empowering them to take risks and be creative and innovative in their approach to learning and teaching.

The mentors model the approaches being advocated by teaching their mentee’s classes while being observed and designing a personalised training programme for their mentee.

Where a more sustained approach was needed to help a curriculum team,

SERC have developed several strategic systems to help embed PBL and monitor its progress. The mentors trained staff in a range of digital technologies to support the wider skills development of students and to make collaboration, tracking, monitoring and review of PBL and curriculum assessment easier.

Figure 1: SERC's 12 stage PBL model

intensive training is provided over eight days, working with an assigned mentor to plan their PBL projects for the year ahead. Staff prioritise PBL planning and mentors encourage curriculum teams to expand their project scope. During this intensive training, staff engage with stakeholders, to create real-world projects which are meaningful, engaging, and linked

to tangible outcomes. Scaffolded support is provided by the mentors to help staff as they implement PBL. Mentors taught, team-taught and peer observed over 500 mentees as they implemented these new approaches, working alongside curriculum teams, challenging and encouraging the iterative redesign of the curriculum.

All programmes have adopted a cloud-based e-portfolio which allows greater collaboration and the capturing of naturally occurring evidence. Staff development days have focused on developing the critical skills associated with implementing a project-based learning approach and include opportunities to further develop digital skills, collaboration and communication between curriculum teams on multidisciplinary projects.

There has been a lived ethos of development amongst staff. Colleges are inherently about relationships. In shifting away from the factory model of education, SERC have embraced more collaborative, interdisciplinary working.

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Case Study Four

How do you know it has been learned?

Mastery Transcript Consortium he Mastery Transcript Consortium (MTC) is a network of more than 120 public and private schools who have introduced a digital high school transcript to capture the unique strengths, abilities and interests of each student. Currently most US schools use the Carnegie transcript as a means of communicating students’ High School achievements to Universities. Aware of the wider skills needed by students when entering the workplace, the Mastery Transcript Consortium redesigned how the transcript evidences the learner profile beyond the grades they have achieved.

The idea behind the Mastery Transcript is that students can evidence their wider skills and their personalised development as “whole learners�. Courses provide students with an opportunity to master a range of skills that prepare them for life and work. This mastery approach is organised around helping students develop essential transversal skills such as communication, critical thinking and decision making. Students can develop artefacts that evidence these skills.

This change in emphasis has influenced pedagogy because students are encouraged to engage in deeper learning, collaborative projects, skill and valued based activities, rather than just exams, developing the skills students will need to thrive in work and life. This is a shift in focus from the content of a course to the skills being developed through the course and has implications for teacher professional development as teachers adapt their teaching to reflect these values.

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How can change be enabled?

With the digital landscape changing, the learning landscape is also changing, albeit potentially at a different pace. Where the foundational system remains in place a deeper change is needed.

Ownership and buy in To encourage greater ownership and shared understanding of why change is needed and what will change, a shared understanding of the vision needs to be clearly communicated and each person’s role in its implementation.

Cascading messages from the the top of the organsiation whilst encouraging all managers to openly discuss how this will look with their teams is important.

Reassuring staff that they are heard and can ask questions and discuss their concerns will help them feel part of what is happening.

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Changing hearts and minds It is important that staff understand what the change is and what is in it for them and for their students. Clarifying how real world and interdisciplainary projects, may engage their students and build the skills, habits and knowledge to help them thrive. Critical thinking and creative problem solving are as much about how a teacher facilitates the class as they are about the specifics of the curricula. It requires a change in mindset. Staff need to know that the changes are consistent and will remain in place going forward, that this change will be sustained.

Top down/ bottom up Sustained leadership and vision, effectively communicated, are important elements in supporting and building capacity to change.

Empowering staff, championing talent, and building teams will help change the culture and system within the organisation. Each person needs to build the capacity to lead themselves, having autonomy over the design and facilitation of interdisciplinary projects and playing an active role in the creation and implementation of change.

Professional Development Support Developing people through this work is central to unleashing the potential of every teacher, building their capacity to be active participants in building the vision. In effect this is building a tree learning culture as well as the capacity for change.

In response to the needs of industry and the local economy, vocational training in the Basque region of Spain underwent a major redesign in 20132014. Tknika (the Institute for the Innovation of the Vocational and Educational Training System) was established by the Vice-Ministry of Education of the Basque Government to promote innovation, creativity, and entrepreneurship in VET centres within the region. One of the core elements upon which the VET Learning Model rests, is collaborative challenge-based learning. Tknika trains VET teachers, designing and evaluating projects that will have impact and generate the outcomes needed, whilst working with centres to develop an entrepreneurial culture. Teachers are allocated time to

be trained in this challenge-based learning approach. Advanced training is provided for teaching teams that are already working within the context of collaborative challenge-based learning and who wish to delve deeper by enhancing the challenges they provide their learners with a more a global perspective. Learning co-ordinators receive training to develop the necessary skills to lead change at their respective centres. This co-ordinated approach reflects the priority and investment the government has placed in changing the culture and skills of teachers and learners within the VET Colleges.

using positional power. Some people will lead change from a position of formal power, such as a school principal, whilst others such as a teachers, parents, policymakers, employers or students influence it informally. Some may be able to influence educational change from within the system, others from outside it. A formal position of power or authority is not needed to begin to lead change. There are hundreds of change agents at work both inside and outside the system seeking to see sustainable and meaningful change.

Change requires leadership at all levels Leading through change means leading during periods of uncertainty and ambiguity whilst helping staff develop the capacity to manage the change and become leaders in the process.

Influencing change by allocating increasing autonomy and accountability to staff whilst being relationship orientated, collaborative and creative, rather than driving change

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What change would you like to see?

In this era a new learning ecosystem is needed. If we are serious about change, we need to recognise that delivering quality education is a team effort, which requires the full participation of multiple stakeholders.

Educators, parents, policymakers, awarding organisations and entrepreneurs all play a part in marshalling the power of innovation to transform and reimagine education.

Whether you have a formal role with the authority to make strategic change decisions, or you are influencing change informally, in this exceptional period of history, collaboration helps us better understand the challenges we

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face and encourages us to capitalise on the opportunities ahead.

What is the change that you want to see? We all have the potential to be those agents of change and work both inside and outside of the system to make a difference. Who will help you on this journey? This is the opportunity to build a network of likeminded people who share your passion and desire to see and effect change. What will be your legacy? It is time to act and this doesn't have to be massive steps but can be incremental changes that move towards your vision of the change you would like to see. In

coming to the conference you have an opportunity to meet your tribe, those people who desire change.

The extent to which our education system changes in the next decade is directly proportional to the extent to which we actively engage with the change that is needed during that timeframe. Change is our work to do.

SERC would like to play a convening, networking role to bring interested people together, to learn with and from each other. If there is a change you would like to see in our education system, here is a place for you at the table. We hope you join us :)

References i Palmer, A. Lifelong learning is becoming an economic imperative.

The Economist (January 12, 2017). ii Andreas, S. (2016). International Summit on the Teaching Profession Teaching Excellence through Professional Learning and Policy Reform Lessons from around the World: Lessons from around the World.

OECD Publishing. iii Organisation for Economic Cooperation and Development (OECD).

(2019). OECD Skills Strategy 2019: skills to shape a better future. OECD, Paris, France.

vii NISRA (2018). Midyear population estimates. Retrieved from https://www. nisra.gov.uk/ viii Powell (2018). NEET: Young People Not in Education, Employment or Training Briefing Paper. Retrieved from https://researchbriefings.files. parliament.uk/documents/SN06705/ SN06705.pdf ix Ulster University Economic Policy Centre (2019) Northern Ireland Skills Barometer Summary report. Retrieved from http://www.manufacturingni.org/ media/uploads/Skills-Barometer-2019Summary-Report.pdf

iv Marken, S. (2019) Retrieved from https://www.gallup.com/ education/272228/half-considercollege-education-important.aspx

x Organisation for Economic Cooperation and Development (OECD).

(2019). OECD Skills Strategy 2019: skills to shape a better future. OECD, Paris, France.

v NISRA (2017) Labour Market Report March 2017. Retrieved from https:// www.nisra.gov.uk/publications/ labour-market-report-march-2017

xi Linkedin Learning. (2020). 2020 Workplace Learning Report. Retrieved from https://learning.linkedin.com/ resources/workplace-learning-report

vi Ramsey, R. (2017). The highs and lows of Northern Ireland economic statistics. Retrieved from https:// ulstereconomix.com/2017/12/14/ the-highs-and-lows-of-northernireland-economic-statistics/

xii UNESCO (2014). Skills for Holistic Human Development. Retrieved from http://www.unescobkk.org/fileadmin/ user_upload/epr/PDF/Policy_Brief_ Vol2-28_Nov.pdf

xiii OECD (2016), Skills Matter: Further Results from the Survey of Adult Skills, OECD Skills Studies, OECD Publishing, Paris, https://doi. org/10.1787/9789264258051-en. xiv Perkins, D. (2006). Educating for the Unknown [Course Syllabus].

Cambridge, MA: Harvard Graduate School of Education xv Wilson, J. M. (2018). The Human Side of Changing Education: How to Lead Change With Clarity, Conviction, and Courage. Corwin Press. xvi Ulster University Economic Policy Centre (2019). NI Skills Barometer 2019.

Retrieved from http://www. manufacturingni.org/media/uploads/ Skills-Barometer-2019-SlidePack.pdf xvii Culclasure, B., Odell, M., & Stocks, E. (2019, April). The Effect of the New Tech Network Design on Students’ Academic Achievement and Workforce Skills. Paper presentation at the annual conference of the American Educational Research Association, Toronto, Canada.

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