Education and Learning
by Peter Naylor
In the mid 20’s there was a big shake-up in education. For the last 100’s of years schooling has been all about trying to teach students specific subjects, that they were expected to remember information on so that they could be examined and graded, with some hope that this would lead to a qualification suitable for some future employment.
Students were taught to read and while some children could learn to read using the teaching methods of the day, there were always some students that weren’t able to learn. By 2023, it was recognised that some 15% of 16-year-olds had very limited or no ability to read. We also got to a certain reading pace in our childhood that became the standard reading pace for most of our lives.
Then there was maths, things like quadratic equations, algebra, and geometry. If you were blessed with a mind that could absorb this then you may have passed your exams, but the number of occupations that needed these skills was limited and most students never used most of the maths they were taught. Similarly, Science, Social Studies, Geography, and History had very little relevance to the future of most students.
What was missing was learning how to learn. How to identify what was important and be able to retain that information. We didn’t learn how to do simple things like remembering people’s names, to-do lists, shopping lists etc. We also didn’t learn to speed read, and for most, it was expected that once we had finished the formal education we didn’t need to learn or read anymore.
One of the major topics missing was how to live and interact with each other.
In 2050 this has all changed. The focus has moved from teaching to learning. To understand how an individual learns means we need to understand their learning style. The three primary learning styles of Visual, Auditory, and Kinaesthetic have been overlaid with the recognised intelligences of Logical-mathematical Intelligence, Linguistic Intelligence, Spatial Intelligence, Musical Intelligence, Bodily-Kinaesthetic Intelligence, Intrapersonal Intelligence, Interpersonal Intelligence, and Naturalistic Intelligence.
The education system has changed from being segmented by age to groupings of students with similar attainment levels and learning styles. Students from these groups still interact with other groups in some subjects so that they can learn to interact with others and respect that others have different capabilities and styles. While this has been challenging to implement, there is a much greater respect for those who are different from us, and bullying has been nearly eliminated.
Practical life skills are taught from an early age. These include but are not limited to; the importance of a healthy diet, how to cook, financial management, growth mindset, interpersonal relationships, self-esteem, physical well-being, caring for the environment, how to grow plants, how to swim, how to ride a bike, (or rollerblade, skateboard), use hoverboards safely, personal safety, first aid, how to talk to strangers. We also focus on the dangers of, drugs, alcohol, peer pressure, social media, lack of personal interaction with others, and other risks. We teach methods to deal with situations where these dangers are present.
There are very clear consequences for any antisocial behaviour and early intervention programs are in place. Even though it is 2050, there are still lingering challenges from generational family issues.
With the advances in AI and robotics, a lot of roles require quite different skills. We talk about how work has changed further on, but it is important to note here that creative, naturalistic, and interpersonal skills are forefront in a lot of roles in 2050, therefore these are a focus in education.
Most individuals under the age of 40 recognise how essential constant and never-ending learning is. With the new methods of learning, learning has become fun rather than penance. In New Zealand the average reading speed is now 500 words per minute up from 230 in 2023. And we have greater than 97% literacy in the overall population over the age of 5. This has been achieved as part of other social changes, particularly in the Justice and Social Welfare systems. More in the article on New Work.
What was Tertiary education has changed dramatically. There are still some professions that require a full academic qualification however there has been a move to more vocational training. Tertiary education builds upon the skills attained in Secondary education to specialise in vocational aspirations, however courses are much shorter and specific and don’t labour the student with high levels of debt. Apprenticeships and Internships are common for a lot of roles with most of them having very specific time set aside for learning. In fact, most roles have an expectation that there will be time available for learning, see more on working in 2050.
With the changes in learning we are now producing more entrepreneurs than ever before. People that previously weren’t supported by the education system now shine and excel. Neuro diversity is considered an advantage, especially as education is designed to support all students. Our tertiary training institutions are incubators for new companies and organisations. For this incubation, they retain a small shareholding and the returns from these investments allow for even more incubation and development. This has lots of advantages as new businesses get guidance and mentorship resulting in higher success rates. This is set to explode over the next 10-20 years and is already a significant contributor to our positive balance of payments.
a Mia and Ben
Meet Mia, a bright and determined student in the mid-2020s. She sat in her school classroom, struggling to grasp quadratic equations and algebra, wondering why she needed to learn these seemingly irrelevant concepts. Like many of her peers, Mia found herself disengaged from a traditional education system that placed more importance on memorization and examinations than on practical life skills.
Mia's classmate, Ben, faced a different challenge. Despite his best efforts, he had difficulty reading, and by the time he turned 16 in 2023, he realized he had very limited reading ability compared to his peers.
Fast forward to the year 2050, and Mia and Ben's educational experiences had transformed completely. New Zealand's education system had shifted its focus from teaching to learning, recognizing that each student had a unique learning style. Mia, a visual learner with a talent for logical-mathematical intelligence, now thrived in an environment tailored to her strengths. She was passionate about problem-solving and creative thinking, skills that were highly valued in the workforce of 2050.
Ben, on the other hand, discovered his strength as a kinaesthetic learner with musical intelligence. He found joy and confidence in expressing himself through music and physical activities. In this new educational paradigm, no student was left behind. Ben received the support he needed to improve his reading skills, and he embraced learning at his own pace.
In 2050, Mia and Ben's children’s education extended far beyond textbooks and exams. From a young age, they are taught essential life skills such as cooking, financial management, interpersonal relationships, and emotional intelligence. They learn how to navigate the challenges posed by social media, peer pressure, and the dangers of drugs and alcohol.
The education system is committed to teaching students how to live and interact with one another respectfully, reducing incidents of bullying to near extinction. Early intervention programs are in place to address any lingering issues stemming from generational family challenges.
The seismic shifts in the job market brought about by AI and robotics mean that creativity, naturalistic intelligence, and interpersonal skills were at the forefront of education. Mia and Ben, along with their peers under the age of 40, embrace the idea that lifelong learning is essential. Learning became a joyful journey, and the average reading speed in New Zealand had doubled since 2023.
Tertiary education in New Zealand has also undergone a transformation. While some professions still required traditional academic qualifications, vocational training has become more prevalent. Courses were shorter and more specialized, relieving students of the burdens of high debt. Apprenticeships and internships are common practice, with dedicated learning time integrated into most roles.
With an education system celebrating neurodiversity and supporting all students, New Zealand has an explosion of entrepreneurial talent. Mia, Ben, and their peers who had previously felt unsupported by the traditional system now thrive. Tertiary institutions have become hubs for incubating new businesses, with mentorship and guidance offered in exchange for small shareholdings. This approach not only increases success rates for startups but also contributes significantly to the country's economic prosperity.
In 2050, New Zealand's education system has evolved into a dynamic, inclusive, and forward-thinking model. Mia, Ben, and their generation are well-prepared for a world that demands adaptability, creativity, and a love for continuous learning. The transformation has set the stage for a brighter future for all.