Can it really be true that artificial intelligence will sweep away jobs, industries, professions and more, revolutionising almost everything we currently do? Certainly, our jobs, our cars, and our homes are already being transformed. But those of us hanging onto a vestige of hope for our species can point to the prediction that AI is unlikely to ever replace some skills. Foremost among them is our ability to be creative, problem-solve and innovate.
At Edinburgh College, we, along with our partners, have been concentrating on those skills for many years. Recognising the need for colleges and industries to be linked up more closely, we developed a mentoring programme to encourage employers to become involved in further education and give hands-on, vocational guidance to students. However, as the work evolved, we realised we should also extend our reach in the other direction, back towards potential students still in secondary education. But what would be the best way to do all that?
We started by analysing the problem. We felt strongly that, on a general level, schools and colleges were not always providing an overlapping, integrated approach to secondary school subjects. This would allow pupils to understand that the subjects they studied at school were precursors to those they could take in FE and that they would connect with their working lives.
Another issue was that it can sometimes be a challenge to persuade educators, students, and parents that something as amorphous, intangible and subjective as “creativity” could lead to a fulfilling, stable career to rival the more traditional alternatives.
Denne historien er fra September 27, 2018-utgaven av TES.
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Denne historien er fra September 27, 2018-utgaven av TES.
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Aware of the mental health benefits of green-fingered working, Nigel Cox helped to set up an outreach course at his college to support people recovering from substance abuse and other personal challenges
Social And Emotional Skills In The Early Years
Children who are able to focus their attention, manage their behaviour and interact positively with others from a young age experience better learning outcomes later in life, finds Irena Barker
How Centralised Detentions Get Pupils' Attention
By adopting a consistent whole-school approach to rewards and sanctions, we achieved a marked improvement in attitudes to learning – and reduced teachers’ workload, says Calvin Robinson
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With some studies claiming that homework has little or no impact on pupil achievement, schools have been tempted to cut back on it or ban it altogether. But we shouldn’t write homework off, warn two gurus of UK education research. Steve Higgins and Lee Elliot Major argue that the evidence on homework has been misrepresented – and out-of-school study can, in fact, have a major impact on learning outcomes
