Recap on the New Education

My series late last year on the New Education (Agility, Resilience and Curiosity) prompted several comments from friends and acquaintances, a number of whom work as teachers or in the broader education sector.

Some of the feedback expressed frustration with the rigid structure and expected learning outcomes of current curricula – some teachers feel constrained by what/how they can teach. Rather than taking into account the holistic learning needs of students, most primary, secondary and even tertiary education is fixated on quantitative results, much of it geared towards formal STEM subjects. Whereas, in early childhood education, there is more of a focus on well-being and resilience, along with core learning and life skills. (But of course, if that resilience, agility and curiosity is not re-enforced at home or sustained beyond the classroom during those formative years, it may be a wasted effort….)

No doubt STEM subjects are important (to build the core technical skills we need for the future). Just as important is the inclusion of the arts (STEAM), for without creative skills, it becomes harder to interpret and then apply our technical learning to new situations. And let’s not forget the importance of play, even in a learning environment. A friend of mine provides extra-curricula classes in coding and robotics to primary school children. She finds that once the students have grasped the basics, unless they remain curious and are willing to explore what they have learned through play, they can’t progress to adaptive tasks such as creative problem-solving or identifying bugs in their programs. So they get bored and frustrated. The situation is not helped by many parents who want to know when their 10-year old “genius” is going to get to degree level computer science….

At the other end of the age spectrum, it’s clear that if we stop learning, and if we stop being curious, our agility in adapting to the career demands of the new world of work will be seriously depleted. The need to pursue our goals, passions and interests was explored in a recent discussion about late stage career transition on ABC Radio National. A major point being that if don’t put effort into managing our career, someone else will decide our future for us. Or we end up resenting the work we do. Similarly, I get frustrated by some former colleagues, who reach out to me for advice on how they can find their next work opportunity. When I explain my own recent journey, how I participated in a number of weekend hackathons, joined various meet-up groups, and attended numerous networking events, they say things like, “That sounds like hard work” – well, of course it is, otherwise it wouldn’t be worth doing.

The final word on curiosity should go to style icon, Iris Apfel. She maintains that being curious, and having a sense of humour, are vital to our existence. In fact, she goes as far as suggesting that she doesn’t have time for people who are not curious.

Next week: Manchester, so much to answer for…

 

 

 

 

 

 

The new education #3: Curiosity

Week 3 (and final part) of “What they should be teaching at school” – Curiosity.

If curiosity is supposed to have killed the cat, then in my case, curiosity probably changed my life. Earlier in my career, I was offered the opportunity to relocate overseas. When I asked my manager why I had been chosen, he replied that I had “asked the right questions” to justify my selection. In fact, I had no idea that I was in contention for the role – I was simply interested in the new project from a business perspective. I hadn’t even considered whether I wanted the role itself – but my questioning apparently displayed the right amount of curiosity, and I was seen as the right fit for the job.

Being curious means you are less willing to simply accept something as “received wisdom”. It shows that you want to make sense of things for yourself. It helps you ask why things are done a certain way (especially if the answer is “because they’ve always been done this way…”). It demonstrates you want to find out how things work for yourself.

The downside is you may be more disbelieving, more sceptical, and prone to being suspicious. It can also mean you distrust certainty. But I would gladly take a level of ambiguity over a sense of complacency any day. A questioning nature can act as a defence mechanism against hype, cant and bullsh*t.

I hope kids learn how to take their early curiosity (and not just their knack for asking “but, why, mummy, why?”) into later life. Curiosity is how we learn to find our passions and interests outside the formal school curriculum and the set learning model. Our natural curiosity helps us to make sense of the world. I don’t think I would have developed any real critical thinking if I hadn’t strayed “off piste” and explored books that were not on the list of set texts.

Recently, I explained to a former colleague how I had participated in a number of startup and tech hackathons, even though I’m not a coder or programmer. My ex-colleague asked, almost in disbelief, “why would you do that?” Apart from being part of my journey into a new career path, my answer was simple: “Because I was curious, because I wanted to learn something, because I wanted to network and make new connections, and because I also wanted to get out of my comfort zone.”

In my view, if you stop being curious, you stop growing as a person, you stop developing your mental faculties, and metaphorically, you stop breathing.

Next week: Looking back on 6 years of blogging

 

 

The new education #2: Resilience

Week 2 of “What they should be teaching at school” – Resilience.

Life doesn’t always turn out how we hoped. Life isn’t always “fair”. And sometimes life just sucks. In the words of The Rolling Stones, “You can’t always get what you want.”

Given that:

  • people entering the workforce now are likely to be made redundant at least 5 times during their career;
  • within the next few years, 40% or more of the workforce will be self-employed, contractors, freelancers, or employed in the gig economy, and therefore will be more reliant than ever on their own abilities to generate an income; and
  • an increasing number of today’s jobs will disappear through automation or other technology advances;

it makes sense to include resilience on the curriculum, to prepare students for the reality of the new economy.

As we are all too aware, having a degree or other formal qualification is no guarantee that candidates will get a job or role in the career of their choice. And even if they do, sooner or later they will have to consider a career switch – which may include having to make a sideways or even a backwards move in order to go forward in a new field or discipline. Plus some re-training or skill updates wouldn’t go amiss.

Resilience helps us to deal with life’s disappointments and overcome personal and professional setbacks. It can also help us to learn from those experiences – what doesn’t kill us makes us stronger.

While it’s important to provide a safe and supportive learning environment, I’m not a fan of  helicopter parents, so-called tiger parenting, let alone stage parents. Over-coddled kids are more likely to come unstuck (or go off the rails) at the first obstacle or challenge they face, especially in circumstances where they might not like the choices life has presented them.

I may be drawing a long bow here, but I can’t help thinking there is some sort of correlation between current concepts of modern parenting and education, and the higher incidences of allergies and mental illness – and maybe stronger resistance through greater resilience would help pupils cope with whatever gets thrown at them. Just saying.

Next week: Curiosity

 

 

Why don’t we feel well off?

The past month has seen a number of reports on the current state of the Australian economy and global financial systems, 10 years after the GFC. The main thesis appears to be: if another crash is coming, can local markets cope, as an extended period of cheap credit and low inflation inevitably comes to an end. Combined with US-Sino trade wars, a softening housing market, and a sense of economic inertia, there is a feeling that Australians see themselves as worse off, despite some very strong economic data in recent weeks.*

Picture Source: Max Pixel

First, the positive news:

The unemployment rate continues to remain comparatively low, and overall job participation is high. This is reflected in higher tax receipts from both corporate profits and personal income. The RBA has kept interest rates low, and inflation remains relatively benign.

Recent data from Roy Morgan Research suggests that personal assets are growing faster than personal debt. Significantly, “average per capita net wealth, adjusted for inflation, is 30.5% higher than it was before the onset of the global financial crisis”.

So, if more people are in work, credit is still cheap, our assets have grown, and prices are stable, we should feel well off compared to the GFC, when interest rates and unemployment rates initially both went up.

Even higher energy bills (a major bone of contention with consumers) need to be assessed against lower costs of clothing, communications and many grocery items.

Second, the less positive news:

A combination of higher US interest rates, more expensive wholesale credit, and more stringent lending rules means that Australian borrowers are already being squeezed by higher mortgage rates and tougher loan to value thresholds. This could only get worse if there is a full-scale credit crunch.

Wage growth has stagnated, despite lower unemployment and higher participation rates. There is also a sense that we are working longer hours, although this is not as clear cut as there is also evidence we are also working fewer hours.

Regardless, Australian productivity output is considered to be sluggish, adding to the overall downward pressure on wages. (More on the productivity debate next week.)

More significantly, Roy Morgan Research has identified a growing wealth disparity based on asset distribution – but this may be a combination of changing earning, saving, investing and spending patterns. For example, if younger, would-be first-time home buyers feel priced out of the housing market, they may choose to invest in other assets, which may take longer to appreciate in value, but may not require as much upfront borrowing.

Third, preparing for a fall….

If a new market crash or a credit crunch comes along, how resilient is the economy, and how will people cope? Worryingly, fewer people are able to cope with unexpected expenses due to lower saving rates and maxed out credit cards. Over-leveraged companies and individuals will be hard pressed to meet their repayments or refinance their loans if interest rates rise steeply or lending standards tighten further.

Then there is the ageing population transitioning into retirement – baby-boomers who are “asset rich, but cash poor”. If they expected the equity in their homes and/or the balance in their superannuation accounts to fund their old age, they may be in for a shock if the housing bubble bursts and stock markets decline, especially if they are expected to live longer.

Finally, the RBA may have few options left in terms of interest rate settings, and a future government may be less wiling to spend its way out of a crisis (more Pink Batts and LCD TVs, anyone?). And while Australian companies may have strengthened their balance sheets since the GFC, overall levels of debt (here and overseas) could trigger increased rates of default.

*Postscript: if there was any further evidence required of the disconnect between the value of household assets (net worth) and a lack of feeling wealthy, this recently published Credit Suisse Global Wealth Report 2018 makes for some interesting analysis.

Next week: The Ongoing Productivity Debate