Schooling for the Future

Schools are one of the few points of stability in the lives of so many of our children and young people. Evidence tells us that when young people experience a sense of purpose, connectedness and belonging in school, they perform better academically, their teachers feel more professionally fulfilled and their families accepted.

This stage and “preparation for life” for children and young people is increasingly fraught with social, economic and political challenges that stem from an increasingly volatile, uncertain, complex and ambiguous world. In such a world, in which turbulence and unpredictable events are no longer exceptional, it seems clear that national and local schooling systems will need to equip our young people with the skills and attributes to build stronger networks, new alliances and an increasingly diverse “toolbox” of principles, ideas and strategies if they are to successfully navigate the transition from child to adulthood.

The challenge would appear to be: how can we create meaningful learning experiences; experiences which create opportunities for children and young people to make sense of the world around them; experiences which help them to prepare themselves to become confident, resilient and contributing local, national and global citizens?

While central government sets the national framework, local government plays a significant role in shaping the conditions for schooling in their communities; working in partnership with early years’ settings, schools, colleges, local communities, and other agencies – to champion equity of provision, promote inclusive practice and foster the conditions for school belonging and connectedness.

So, whether you are a policymaker, a headteacher or have a senior role in improving the learning outcomes for children and young people, this programme of work provides the opportunity with peers to consider and review the policy, practice and purpose of our schooling systems.