Is the industrial education model and curriculum no longer fit for purpose? Does it follow then that education is no longer about the transfer of knowledge and skill?

If knowledge is being generated and disseminated at an exponential pace. Then information can be found by students at the same time as teachers. How does this test our assumptions of schools and teachers as the holders of knowledge?

If operating within a global system of dynamic change, where some parts are moving quickly and increasing velocity at a faster rate than others. How quickly will emerging technologies and global uncertainty put pressure on the education system and each component within it?

If knowledge relationships and the flow of information is also changing. Are we moving closer to a world where peer-to-peer knowledge dominates?

What if . . Teachers will become learning coaches or guides rather than instructors? How would that look different to what we have today?

If education’s operating system of the future is truly be student-centred and value-based, representing a shift away from the mechanistic reductionist systems of the past toward a more organic multi-disciplinary integrated system . . that system will surely change itself over time. Likewise, the shifting motivations, perceptions, goals and sense of purpose that technology invites for a younger, digitally-native generation . . will continue to co-evolve both inside and outside the formal education system - shaped in large part, by the opportunities for access, connection and experience afforded by technology. 

Which is not to say technology will drive pedagogical practices; but rather that pedagogical practices will become the map points by which students navigate the learning landscape rather than the lens through which learning ‘objectives’, content, skill acquisition and experience are delivered.

In order to remain relevant, will the school education eventually evolve into a more dynamic emergent system both in how it operates, but also in how it views its place in the larger system of future shaping forces . . ?