The world is changing fast and public education needs to change with it.
But debates about innovation in education can reinforce existing divides – between ‘progressives’ and ‘traditionalists’, between the converted and the sceptical, between the confident and the constrained.
How do we break through these divides and craft a unifying challenge to both teachers and systems to grasp how public education must change to enable learners and institutions to thrive in the new conditions which confront them?
And then how would we go about creating a movement, supported by new systems, platforms and relationships, that would promote radical innovation at all levels, with teachers front and centre but also engaging with a broader range of partners within and beyond schools?
As part of the WISE Research series, a recent pillar of the WISE Initiative, the RSA and the Innovation Unit have produced a new report which sketches out a road-map to facilitate system-level change in education, and introduces a new set of ideas around the creative public leadership required to inspire, drive and achieve such change.
At this launch event, co-hosted by the RSA and WISE, Joe Hallgarten and Valerie Hannon will present the report and will be joined by an expert panel to share thoughts on innovation in education and the need for relevant research to turn ideas into action.
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I am so sorry to be missing this exciting launch event but hope I can catch up with it on the RSA YouTube channel later at some point. The Creative Public Leadership for Innovative Schools is a fabulous resource to prompt ideas and debate and hopefully one that will encourage School Leaders to be courageous and creative system entrepreneurs in order to deliver a curriculum that will serve all young people well. As Sir Ken Robinson says "People ask me how we can change the education system, my reply is, change what YOU do!"
Traditionalists, Skeptical, and Constrained, sound like public education. It was not easy sitting down all day in class when I was 14. I always wondered why it was so boring for about a month into sixth grade. Although I did understand the material, I was not interested in the way most teachers we're teaching us. I wondered when we were going out to the field or a park so we can be more active and engaged in learning. We never had anything interesting in class which made it fun to sit all day. There are many ways mathematics, reading, science, and other educational subjects can be turned into fun project that children will find interesting and not so boring.
Thank you RSA and Wise, we need this globally.
Israel A
www.prismhue.com