Integrated experience

• Further resources

Overview

• Learning is a part of everyday life, a normal element of all areas of social and personal activity
• The goal of learning is to enhance participation in meaningful activities and improve contribution to collective success
• Diverse groups and individuals play roles as educators, mentors and advisors across all areas of economic, leisure, social and personal lives
• Diversity, dialogue and the capacity to understand the mutual interdependence of individuals and groups are actively fostered
• Assessment is collaborative, and focused on producing accounts of collective endeavours and meaningful achievements

In this scenario...

Education is seen as the collective responsibility of individuals, families, communities, businesses and the state, and has become integrated into all areas of economic, social, leisure and personal lives. Education and living are now rarely separated. Instead, personal development, supporting the learning and development of others, and reflecting on the contribution of such learning to group progress, is an integral part of community and working lives.

Other than early-years education, learning isn't associated with specific periods of life or specific 'separate' locations, but is instead seen as an activity that individuals and groups participate in on an ongoing and as-needed basis. The state, however, continues to play a role in making available and visible to individuals, the opportunity to move between different communities, to take on new 'apprentice' roles in different communities, and to reflect upon the different knowledge and skills required to participate in different networks. Experts in different communities and domains also increasingly take on a role in engaging newcomers to their communities, in making their knowledge more widely available, and in finding ways to foster collaborations across different 'subjects' and disciplines.

There is less of a call for education to 'fix' social problems, as the wider social responsibility of diverse organisations for educational provision makes it clear that it is not only education, but participation in meaningful social practice and public spaces, that builds social cohesion.

Assessment is focused on providing feedback to groups on their overall progress and achievement, and integrated with the achievement of meaningful goals. As such, individuals tend not to talk about their 'qualifications', but about their contribution to significant events, breakthroughs, contributions and performances. Individual 'achievement' is tied closely to collective endeavour.

See what technology, identity, curriculum and motivation look like in this scenario

This scenario is based on the same world as Scenario 6: Service and citizenship and shares its underpinning values. See www.beyondcurrenthorizons.org.uk for a description of their common world.

Print this page

Print this page