Finding ideas and solutions for key education issues

Four separate 'problem statements' were identified in advance by thematic analysis of insights gathered through interviews with members of the delegation. On the day of the workshop, participants were handed pens and piles of post-it notes in preparation for the challenge, then guided through the ideation process. First, participants jotted down what they thought were the underlying causes for their issue, after which they pooled and themed their notes. With the help of a facilitator, they then chose a single problem that, if solved, would have a significant impact in their contexts. Each table then presented their proposed solutions to the issues following group discussions.

The rooms were buzzing! Here is what the groups came up with for each theme: 

Early years

In some contexts, learners are falling behind with their education

Many thought the root of this problem started with the education system itself, and the words' lack of' preceded many statements coming from the group. Current lack of a national curriculum for Early Childhood Core Education (ECCE), the lack sometimes of parental engagement, or the lack of support for students with learning disabilities and resources. 

So, what change would have the most significant impact? The development of a formal curriculum was seen as a good starting point, along with changes to teacher training to cover teaching students with learning needs or difficulties, more professional development for teachers, and more appropriate resources. Parental awareness was also seen as key, with ideas including identifying 'role model' parents, creating better networks, running workshops, supporting teachers in dealing with parents, and making academic research available and accessible to consumers. 

Teaching with digital products/mixed media

There are wide discrepancies in access to digital learning, which lead to significant inequalities in education

It was agreed that teachers were not always equipped with the right skills for digital teaching and learning. Improving this could include better training, regular monitoring (including getting feedback from students and parents), and building third-party partnerships with the industry, something companies including IBM and Intel have already been successfully involved with. 

Student accessibility, particularly in rural areas, was a continuing issue, and brainstorming on this threw up solutions, including technology centers where children use devices as well as making better use of what is available at home (phones, TV, radio) and in the community (the network of post offices). The pandemic encouraged new ways of communicating (WhatsApp. SMS, and video calling), so why not continue to innovate in this way? 

The broader purpose of education

Teaching and learning do not place enough emphasis on developing character and a sense of responsibility to the planet and society

What's education for? This was at the center of discussions here. From society's point of view, it was often about passing exams and not the intangibles like character or a sense of responsibility. Some felt the only way to make it tangible was to put it into the context of assessment to give marks.

This could start with the creation of holistic assessments connected to the vision of the school that all stakeholders (schools, students, parents) could believe in. This could include a 'value' element to report cards, discussions around the real world, and raising awareness of the impact individuals can have.

Education and employability

Competencies and skills being taught in schools and Higher Education do not always meet those needed in the work market

An apparent disconnect between the education system and industry was seen as being at the heart of this issue; the whole school system needs to have greater agility to keep up with the industry's swift changes and give students a more holistic skill set.

Higher Education already has good links with industry, but this was seen as starting much too late; vocational training was viewed as a necessary part of the curriculum from the beginning. As with many of the day's issues, teacher training and parent support were critical to the solution. Parental expectations were often about academic success, so qualities like SQ (Social Quotient) and EQ (Emotional Quotient) needed to be embedded into the curriculum so children could demonstrate 'attitude' and 'aptitude.' 

SHAPE Education is a joint initiative from Cambridge University Press & Assessment and the Cambridge Judge Business school to bring people together to accelerate change in education. Explore recent events and join us for ongoing conversations around the future of education.