The Head of Queen Anne’s School Elaine Purves discusses the priorities for education in a world where we don’t know what technology is to come
When I interviewed for my first headship in 2006, I remember speaking about how exciting it was to be preparing young people for a world we do not know. Now, 18 years on, those youngest learners at Ipswich High School are on the cusp of leaving university, possibly taking a gap year or embarking on their careers and entering the workplace. The world has made a gargantuan turn in those intervening 18 years.
As a young mum myself in 2006, one of my concerns was that our children might be having too much screen time – which back in the Noughties simply meant children’s television and DVDs. Technology was becoming smaller, faster, more accessible – this was seen as a positive. In schools, computers and internet were being widely used, primarily in IT suites.
Mobile phones could phone and text, but not much more. The first social media platform (Myspace) was being used by teenagers as a way of connecting with groups of other young people beyond the school day. The iPhone was still a year away from launch. Most exams would be hand-written. Oxbridge interviews were conducted in person. It was still a relatively simple world. Fast-forward to 2024 and our post-smartphone, post-pandemic world: TikTok, streamable content, Wi-Fi, Netflix, smart watches, BeReal, AR, AI, remote learning, Deliveroo. The list of technology innovations is extensive and the way we conduct our lives, communicate, learn, work, shop, connect and interact has changed dramatically.
“Much of the ‘heavy lifting’ will be streamlined – what will remain and be increasingly valued are the human elements”
So, what next for the world of work? Our 2006 school-starters now entering the workplace have the distinct advantage of being digital natives who have grown up with all of the exciting emerging technology. The same will be true of current generations of school leavers, but my question here is around the landscape of work. What will the world of work look like for our students starting school, both at primary and secondary level, right now? Where will we be in 2042?
Inevitably, as AI becomes increasingly powerful, much of the ‘heavy lifting’ in all manner of fields will be streamlined and, in some cases, completely eradicated. What will remain and be increasingly valued are the human elements – creativity, empathy, discernment, judgement, verbal communication. Also highly valued will be the ability to convey ideas, persuasive skills, adaptability and complex problem-solving. Knowledge and understanding will continue to be prized, particularly in the context of information-overload and the need to make sense of the world around us. There may well be more working from home, shorter working weeks, more distributed childcare and more free time.
In response, schools are already adapting to the needs of the future workplace – many schools integrate digital learning into the classroom, showing students how to manage their learning in an efficient and effective way. Some schools, such as ours, are embracing interdisciplinary learning, where students have opportunities to make connections between subjects and ask bigger questions.
Above all, schools must continue to emphasise the human elements through their teaching and learning programmes, giving students the tools to be agile, creative and responsible in a workplace that will be characterised by continual change. Education for a world we do not know continues to be an exciting challenge.
Queen Anne’s School qas.org.uk
Further reading: Frensham Heights on the lifelong value of the arts
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