In an increasingly complex world we need to change our education system. Frey suggests the use of micro-credits as a method of credentialising. I agree we need to change but I'm not sure that this approach will just create another layer of bureaucracy. This comment will start the debate:
“Who is going to jump first into granting a degree that doesn’t have the seat time requirement that we do today that employers will see as credible? Where does the credibility come from?” – Bill Gates at the World Economic Forum 2013 in Davos, Switzerland Futurist Speaker (http://s.tt/1zlRs)
Lasting innovation comes from identifying and responding to need – human need. We are often reminded that people in developing nations are amazing innovators – living, that is staying alive, on less than $1 per day.
Solving problems seduces leaders away from future opportunities causing them to focus on past inadequacies. Problems that threaten organizations must be addressed, admittedly. Sadly, many leaders are simply problem ...
Opening up education for new technologies – changing teaching and learning ...New Europe (blog)At the same time, it is not unusual in European schools to see teachers and pupils working together on-line and developing new forms of learning.
As part of the popular series of 'Future of' reports, the creative agency PSFK has released a 140 page document that covers the new ways we are working and the implications for business and for workers.
Six Questions to Elevate Leadership in 2013 Forbes Managers get clear on what to do next, whereas leaders seek clarity on what to go beyond. Vision is the main elevator of leadership. It is the longer view.
The National Intelligence Council has issued Global Trends 2030: Alternative Worlds, intended to stimulate thinking about the rapid and vast geopolitical. The report sees four megatrends:
Individual empowerment will accelerate substantially during the next 15-20 years owing to poverty reduction and a huge growth of the global middle class, greater educational attainment, better health care, and widespread exploitation of new communications and manufacturing technologies. Enabled by communications technologies, power will shift toward multifaceted and amorphous networks that will form to influence state and global actions.
Diffusion of power among countries will have a dramatic impact by 2030. Asia will have surpassed North America and Europe combined in terms of global power, based upon GDP, population size, military spending, and technological investment. China alone will probably have the largest economy, surpassing that of the United States a few years before 2030.
Demographic Patterns: in the world of 2030—a world in which a growing global population will have reached somewhere close to 8.3 billion people (up from 7.1 billion in 2012)—four key trends will be aging—a shrinking number of youthful societies and states; migration, which will increasingly be a cross-border issue; and growing urbanization, which will spur economic growth but could put new strains on food and water resources.
Growing Food, Water, and Energy Nexus: Demand for food, water, and energy will grow by approximately 35, 40, and 50 percent respectively owing to an increase in the global population and the consumption patterns of an expanding middle class. Climate change will worsen the outlook for the availability of these critical resources.
Some key ideas for exploring the social aspects of learning and how we can best help personalise learning nneds :from training, to performance, to social Harold Jarche jarche.comSunday, 23 (http://t.co/Ce17geuo - Harold's #slcwebinar presentation...)...
The future of healthy enterprise. Home ... The engaged leader brings people together to serve a common cause; the disengaged leader hires people and tells them what to do, but never really gives them the reason 'why'.
The Guardian (blog)Learning leadership: applying changes and coping with feedbackThe Guardian (blog)We were talking about the bigger, longer-term issues, rather than day-to-day decision making: how to address underlying performance trends, for...
"What I’m trying to get at is that our school assessment lives primarily in the bottom left part of that graph, and that we rarely if ever get to the “immeasurable” stuff that resides toward the top right. To put it another way, we focus in schools on that which is quantifiable when, I think, our real value as places of learning rests in that messy stuff that isn’t."