Male, T; (2018) Educating citizens of the 21st century: The role of schools and their leaders. London Centre for Leadership in Learning, UCL Institute of Education: London, UK.

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Abstract

There is a fundamental need in the current century to recalibrate the responsibility of schools for student learning and recognize that successful education outcomes are achieved jointly with the support of significant others, particularly parents and the wider community surrounding the students. This argument is underpinned by an exploration of two key constructs that are of central importance to education in the 21st Century: globalization and technology. Globalization requires citizens to be able to deal with a complex, interconnected and rapidly changing world and create meaningful relationships with others who do not share their same cultural background. The challenge of technology refers both to the way in which learning is understood and the possible positive impact of digital devices on student learning. Educational technologies have the capability to change radically the way in which effective student learning environments are created, sustained and enhanced as we move further into the 21st Century. The role of teachers may need to change, therefore, from “sage on the stage to guide on the side” (King, 1993) in an era where data is readily available. The onus in such learning environments is for students to not only be able to access such data, but also transform it into valid knowledge and apply it appropriately. Similarly, the capability to understand and enhance student learning is growing rapidly as the constructs of pedagogy, andragogy and heutagogy are better understood and enhanced by research. This will require a range of personal skills to be embedded in any curriculum and reduce the requirement for teachers to be transmitters of knowledge and encourage the development of self-directed and interdependent learners. Consequently, school leaders need to familiarise themselves with and apply theories of adult and self-directed learning if they are to enhance the capability of their workforce and maximise student learning, which especially in the 21st Century, increasingly needs to be self-managed, intrinsically motivated and collaborative. This will mean school leaders will need to constantly review curricular provision from a perspective of skills enhancement if they are to provide students with the capability to make sense of a rapidly changing world.

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