LEARNING AND TEACHING
St Andrews Christian College
The Future of Education -
Insights into today’s students and their future expectations: McCrindle Research
Each year McCrindle Research publish their “Future of Education Report.” This report is the collation of quantitative data collected in an online survey. The survey was completed by over 1200 Australians aged 16 to 24 with quotas set for an equal sample of high school students (Yr 9 – Yr 12) and tertiary students (University/TAFE/Private College). A full copy of the “Future of Education Report” can be accessed HERE. However, included below is a summary of some of the key findings:
In a time of rising complexity, it is more important than ever to understand our students’ educational experience and desires for the future. To lead students well we first need to understand them and gain insight into education from their perspective.
A values-driven generation
Today’s students are ambitious and values-driven. They want to own their own home (72%), have financial freedom and independence (67%) and excel in their career (67%), alongside living a sustainable lifestyle (51%) and working in an organisation that aligns with their values (45%). One of their greatest fears in fact, is being stuck in a job that they don’t enjoy or find fulfilment in (61%). This comes just after not having enough money to live comfortably (65%). More than half fear not reaching their full potential (54%) or not making a difference with their life (41%).
Students appreciate their education
Positively, students appreciate their education, with more than nine in ten (94%) agreeing they greatly value having access to an Australian education. The important role and influence of teachers does not go unnoticed with seven in ten students (70%) strongly/somewhat agreeing they can think of at least one teacher who has made a massive positive difference to their life.
Hybrid learning is the way of the future
The last 12 months have seen significant shifts in perspective on the delivery of education. Seven in ten students (70%) describe their ideal learning situation as a hybrid one, where there is a combination of time spent learning from home and in the classroom. With the digital increasingly replacing the physical, it is important to explore how this impacts student learning and experience. This study shows that different environments best develop different skills. When it comes to adaptability (53%), personal organisation (49%) and time management (46%) students are likely to say that the online learning environment has best helped them develop these competencies. Students reflect that competencies such as communication skills (56%) and collaboration (54%), however, are more likely to be best developed in the classroom. The future of learning is likely therefore a hybrid one.
Navigating student wellbeing
While students believe the high pressure to do well in exams and assessments (72%) is the top challenge for today’s students, navigating their own mental wellbeing (63%) and navigating loneliness and isolation (58%) are also key challenges. Positively, more than four in five students (83%) believe educational institutions are extremely, very or somewhat effective at creating an inclusive educational community.
A key challenge for educational institutions in the 21st Century, is navigating student wellbeing in relation to screens and digital technology. More than four in five students (82%) agree they struggle with spending too much time on screens and technology, and they are seeing the negative impacts in their daily life, with two in three (65%) agreeing social media is having a negative impact on their mental health. In fact, three in four students (74%) want to go off social media but haven’t because they would miss out on knowing what is happening in the world around them.
Students are equipped for the transition to tertiary education
The transition from school to tertiary education is often an exciting one, where students embark on a new season of life and acquire different skills and abilities. For this reason, it can also be a daunting one. Positively, students believe that educational institutions are preparing them well for their next step, with more than seven in ten students (72%) feeling at least somewhat equipped to transition from school to University or TAFE.
Future proofing careers
As the workplace shifts from more traditional jobs to those characterised by automation and digital integration, the focus on how to future proof careers continues to rise. When thinking about what is more important for success, students today are only slightly more likely to believe that skills (55%) are more important for success than character (45%). Students are similarly divided when they think about educational outcomes. More than half (56%) believe a secure pathway to employment matters more than the ability to adapt to the changing environment.
When it comes to preparing students for unknown careers, a combination of both skills and character qualities are essential. As the workplace and workforce becomes increasingly mobile and robotics and automation replace some jobs, the ability to adapt to change will become increasingly important for future proofing the careers of today’s school leavers. In fact, three quarters of today’s students (74%) believe that life-long learning will be essential for them to future-proof their career.
Living a life that aligns with their values
Education lays a foundation for students to build on for the rest of their life. Positively, as students look to the future, four in five (81%) feel at least somewhat equipped by their education to thrive in the workplace in the decade ahead.
Students today are a values-driven generation. As they think about their future career, the most important considerations for them are that they have purpose and meaning in their work (72%) and that their work aligns with their core values (68%).
The Future of Education 2021, by Sophie Renton, is used by permission, McCrindle Research.
As I reflect on the findings of this report, I am inspired by the approach to education we are taking at St Andrews Christian College. Our focus is to encourage students to give Glory to God in all that they do. The outworking of this can be seen as we instill the attributes of Godly character. Students are given opportunities to work together in community and become “relationally engaged” as they learn to treat everyone with dignity and respect. Students are challenged to look for ways to serve and help others and become life-long learners through creative and critical thinking. We also encourage our students to be people of authentic faith, understanding that their identity is found in Christ and finding fulfilment and purpose when they put their trust in Him.
Michael Swanborough
Head of Learning and Teaching
Mathematical Problem Solving
The problem for this newsletter is “The Farmer’s Puzzle” which can be stated as follows:
A hundred dollars a farmer paid
For a hundred animals ‘through the trade’
Sheep cost ten dollars and pigs cost two
Hens cost fifty cents. What did she do?
Your task is to determine how many of each animal the farmer purchased.
How many solutions are there? How will you know when you have found them all?
What strategies from your Mathematical Toolbox have you used to solve this problem?
If you need a reminder of the “tools” you can access them here.
Please feel free to send through your solutions – I’ll publish the best responses in the next newsletter.
Michael Swanborough
Head of Learning and Teaching