Much has been written about the need for schools to change in order to reflect not just our enlightened, contemporary understanding of how people learn and the digital tools and access to knowledge now available, but also the need to prepare young people for dynamic, future learning and an uncertain, global workplace. I have previously written about why school change is not optional, and have reflected on the pressure on teachers and schools to find the time to implement essential changes. A growing degree of urgency emanates from the fact that, historically, schools have been notoriously slow to change and, conversely, we now know that traditional approaches to learning are actually counterproductive to the needs of our students today. The educational thinking of the 20th century (much of it borrowed from the 19th century) is ludicrously unsuitable for the world of 2015, let alone the workplace of 2025.
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