[Script Info]
Title: 
[Events]
Format: Layer, Start, End, Style, Name, MarginL, MarginR, MarginV, Effect, Text
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,(0:56 people's noises)
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,(check who) 1.17 We've got one hour\Nand a quarter.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,(confused voices then 1:31) How do we know\Nwhen these things are going to be turned on?
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,(confused voices, then1:58) What? OK? \NRight.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,(Chairperson 2:03) Ladies and Genltemen, \Ncan I ask everyone
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,to take their seats, please?
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,We're about to begin, \Nso if you're visiting the bar,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,can you charge your glasses and return \Nto your seats, and then we'll begin.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,We've got an hour and a quarter\Nfor this debate.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,OK, can I -- Welcome everybody to\Nthe Online Educa OEB debate.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,I'm not sure what number this is\Nin the series of debates that we've had,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,I think it may be getting up to our 10th.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,What I can tell you is that in the time\Nthat we've been having these debates
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and that I've been chairing them, \Nmy eyesight has now gone so bad
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,that I can't possibly read any notes\Nthat I have without using glasses, so
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,I think we must be on at least our 10th.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,What I can also tell you is that \NOnline Educa itself, OEB,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,this year is celebrating \Nits 21st anniversary.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,So I think that perhaps deserves\Na round of applause.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,So happy birthday to Online Educa --\N(Applause) -- this fantastic conference.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And 21 years ago was a very difficult --\Nvery different world indeed,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,when one thinks about the scale and scope\Nof change that there --
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,that has taken place in the last 21 years.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,One statistic I was reading recently was \Nthat in the UK, in 1994, 21 years ago,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,there were only 67 mobile phones\Nper 1000 people.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,But only ten years later, in 2004,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,there were more mobiles in the UK \Nthan people.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And that pattern of spread \Nof mobile communications alone
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,has spread across the world and \Nin Africa, for instance,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,those of you who have been to \NElearning Africa will have learned about
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,the spread of mobile communications\Nacross the African continent.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,So in terms of the scale \Nof technological change,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and the spread of that change \Nacross the world,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,the change in that short period of time,\Nin these past 21 years alone,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,has been enormous, and we heard about
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,the scale of it in the opening \Nplenary session this morning.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,We live in a world that is globalized,\Ninterconnected, hyperlinked
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and that scale of change we're \Nexperiencing, have experienced
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,in the last 21 years, is going to\Ngather pace and continue.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And all that is going to create a huge \Nchallenge for education and training,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,which is going to be at the heart
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,of dealing with both the positive and \Nnegative aspects of that change.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And that's why the motion that we're \Ndealing with today, in this debate,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,is so important, and why the whole subject\Nof giving young people the skills
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,that they need to cope with \Nthe challenges of this new world
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,that we all are going to --\Nthat we are creating, is so important.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,We've got four speakers, \Nfour panel speakers
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,to open the debate this evening
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and I'm going to ask each of them \Nto speak for 10 minutes,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and then I'm going to --
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,-- two of them will speak for the motion, \Nobviously,and two against --
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,then I will throw open the debate \Nto all of you,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,but if you want to intervene\Nwhilst they are speaking, because
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,we're having a parliamentary-style\Ndebate,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,then you can try to intervene on them
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and if they want to take \Nyour intervention,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,then they can do so, but it will be\Nentirely up to you.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And if they don't, then you can draw\Nwhatever conclusions you want from that.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,But I want to ensure that \Nwe keep the flow going,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,so I'm not going to let you bully them\Nbut I'm going to allow you,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,if you want to make a particular point,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,or if you want to make \Na short intervention, to do so.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Then after they've spoken, we'll\Nthrow open the debate to the floor
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and you can make your contribution,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,but do please realize that time \Nis of the essence,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,so please try to keep it short and \Nto the point, succinct.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,This is the kind of debate equivalent\Nof texting.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,So, no long rambling contributions, \Nbecause I will cut you off
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,if you try to do that.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,So, very short contributions, please.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And then I'll ask each of our --\NI'll ask one speaker from each side
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,to sum up, and then we will take a vote,\Nand we'll do that by a show of hands.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And I've also made it clear \Nto all the speakers that they may
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,say things that they don't necessarily \Nwant to be held to in the future,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,so I hope that you will understand that.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,But this is an opportunity for us \Nto explore some of the issues,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,but don't take it all too seriously,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and don't come and accuse people of saying\Nthings that you would --
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,that they might not necessarily always \Nwant to be held to.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,With that in mind, I'm going to ask\Nour first speaker, who is Jo Swinson.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Jo Swinson, who is the former Minister\Nfor business, innovation and skills
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,in the UK's coalition government of\N2010 to 2015,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,to speak first for the motion.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And Jo, since leaving Parliament, \Nhas begun a new career
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and is involved in an award within\Na data intelligence company
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,called Clear Returns
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and she is an expert on the challenges \Nand opportunities of the digital age.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,So, over to you, Jo.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,(Jo Swinson) Thank you very much indeed,\NHarold.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And I'm absolutely delighted to be here\Nin Berlin at OEB.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,A bit of a first, actually, the first\Ntechnology-related conference
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,that I've been to where there is a queue\Nin the ladies' loos!
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,I have to say I was particularly pleased \Nby that, not only as a feminist,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,but also as a Brit who appreciates\Nthe art of queuing.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,So it was good on two fronts.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,So, this house believes that \N21st century skills aren't being taught,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and they should be, is the motion\Nthat I want to convince you
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,to support this evening.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,We absolutely need to be equipping\Nour young people,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and indeed, people at every stage\Nof their lives,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,with the skills that they need \Nfor the 21st century.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And our education systems, \Nand our wider society,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,have an important role to play in this.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,But I will put it to you, this evening,\Nthat when it comes to technical skills,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,when it comes to social skills,\Nand vitally,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,when it comes to capacity \Nto embrace change,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,we are not yet rising to that challenge\Nsufficiently.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,There are very specific skills, \Nthere are gaps in science and technology
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,that are not being properly filled. 9:32
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,These shortages are causing\Nsignificant problems
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,for businesses, for employers.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Half of engineering companies say that\Nthey have delayed taking forward
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,new products or services, because \Nthey have vacancies
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,that are so hard to fill, because\Nthe skills are not there to recruit.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Digital start-ups are often in real need\Nof software developers
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,that they cannot find sufficiently.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And companies of all sizes, grappling with\Ncybersecurity challenges
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,struggle to have the skills that they need\Nto take on those important issues.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,As Harold mentioned, I'm now a director\Nof a company called Clear Returns.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,It's been going for about three years,\Nbased in Glasgow, and uses data analytics
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,to help retailers understand the problems\Nthey have with product returns
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and therefore successfully cutting \Nthe costs for retailers,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and resulting in better \Ncustomer satisfaction.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,But in our technology team of 17 people,\Nthere are 12 different nationalities
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and not one of those people went through\Nthe school education system in the UK,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,because the skills are not taught \Nup to scratch.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Now, there have been some improvements\Nand as to 2014,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,computer science has been introduced into\Nthe curriculum in the UK,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,but that is not the end of the matter,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,because 11% of computer science graduates\Nare unemployed.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,In fact, that's one of the highest \Nunemployment rates
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,for any subject discipline,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,at a time when we have a huge shortage\Nof these very skills.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Something is going very wrong \Nwhen that is the case.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And this is not just about\Nteaching people to code.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Fashionable ....... (check) undoubtedly\Nis at the moment (check)
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and it is necessary that we do have \Npeople who can code.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,But it's not some kind of silver bullet\Non its own.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Actually, it's the building blocks \Nthat we need to be putting in place,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,the things that lie before you get\Nto the point of coding,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,the logic, the basic maths, \Nenhancing those skills,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,so that people can put \Nthose building blocks together
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and create an argument or a \Ntrain of thought or a mathematical proof,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,or indeed, a piece of code that will\Ninstruct a machine to do something.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Yet our maths skills \Nare also going backwards.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,A King's College, London, study found that\Ncompared to the 1970's
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,young people today are significantly less\Nwell equipped in the field of mathematics.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And it's also worth pointing out \Nthat we are missing out,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,when it comes to teaching these skills\Non almost half of the population.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Only one in five A-level physics students\Nis a girl.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,When it comes to computer science,\Nthat figure drops to 1 in 10.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Now, it's wonderful to be at \Na technology conference
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,where there is a queue \Nin the ladies' loos,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,but even at this conference, if you\Nhave a look at the speakers' brochure,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,only 8 of the 35 main speakers are women,\Nso where are the women?
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,We are missing out \Non that important talent
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,who will not then get in the fields\Nthat we need for the 21st century
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,to enable all of our economies \Nto flourish.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,We're also not doing well enough\Nat the social skills
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,which have always been imported --\Nimportant,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and I would argue, are even more so\Nin the context of the 21st century.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Employers have long complained that\Nthey get coming into the work place
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,are not yet ready for work.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,I have to say there is that thing \NI've observed,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,when new graduates starting out\Nin the work place
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,seem to be allergic to \Nusing the telephone
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,for the purpose it was originally\Ndesigned for.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,I've lost count of the number of times\Nwhen, speaking to a member of staff
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,about the particular project \Nthat they are trying to make happen,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and it seems so stuck, and I say:
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,"What happened when you asked\Nthat person about it?"
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,"Oh, I sent them an email and\Nthey didn't get back to me."
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,You know, for all the wonders that\Ntechnology can undoubtedly do
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,in helping us in our working life, when\Nyou want to get people to do something,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,an email is very easy to ignore, and it is\Nmuch harder to just put to one side
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,a face-to-face person or contact, \Nor on the telephone.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And relationships are absolutely critical\Nto 21st century work places and skills:
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,getting things done, collaborating in \Nteams, motivating others.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Yet when we assess children \Nand young people in the education system,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,it is genuinely done \Non a pure individual basis,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,not looking at how they are actually\Noperating within a drip setting (check).
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And when it comes to skills \Nin terms of relationships,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,something like personal, social\Nand health education, which I would argue,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,is absolutely essential to help young\Npeople learn to navigate relationships,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and important issues like consent\Nwhen it comes to sex,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,it's not even compulsory \Nin the UK curriculum.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,In a world where ultimation is increasing,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,where jobs that we've already seen through\Nthe Industrial Revolution,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,that manual jobs have been replaced \Nby machines,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,that with the next stage of technological\Nadvancement, many, many more,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,in things like accountancy and \Nprofessional services,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,are also going to be replaced \Nby algorithms,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,the human social relationship skills\Nare going to be in even more demand
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and therefore deserve much more attention.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And my final point is that we have not \Ndone enough to prepare people
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,for the world of change.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,A little while ago, I spoke at a School\NAward ceremony to 12-year olds
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And I was to explain to them \Nhow the world had changed
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,since I was there age.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And one of the examples I used was\Nthe process of taking a photograph.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And I described how, when I was 12,\Nyou would have a thing called a camera
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,that was all that it did, it was just\Nfor taking photographs,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,you would have to get a piece of film,\Nphysically,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,to load it into the camera machine,\Nyou'd had to do that pretty carefully,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,because you didn't want to expose the film\Nand it was quite a fiddly process.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,You wouldn't know whether the photos\Nyou were taking were any good.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,You would have to take at least 24, \Nor sometimes 36,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,depending on which particular \Npiece of film you put into your camera,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,before you would then take it along\Nto a pharmacist's or a chemist's shop,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,pay some money and then go and do\Nsomething else for a few days,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,at which point you could come back
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and be presented with your little\Nenvelope of photographs,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and see if any of them had turned out OK.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And I was counting on these 12-year olds\Nlooked at me
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,like I might well be lying to them: \Nthis is how it worked,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,because of course these days, you know,\Nwithin a matter of seconds,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,you can take dozens of selfies \Nin your phone,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,apply however many Instagram filters\Nyou like,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and share it with the entire world,\Njust without leaving the school.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,The pace of change is accelerating hugely.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Here in 2015, for us to consider \Nwhat even are 21st century skills,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,is like going back to 1915 and trying\Nto imagine the space race, nuclear power,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,the internet, or the kind of social change\Ngoing from a situation
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,where women didn't even have the vote,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,to electing a woman as Prime Minister \Nin the UK,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,or the change with gay rights,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,or the ending of racial segregation\Nin the United States.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,We can't even conceive of all that \Nthe 21st century is going to bring.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And so, more than anything, with \Nthis huge pace of increasing knowledge,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,more than anything, what we need to do\Nis equip people
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,to cope with and thrive \Non change and uncertainty.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Instead, we have bunches of kids being \Nprocessed through the education system
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,that doesn't look that different\Nto several decades ago.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,So we really do have a problem here,\Nin terms of the skills
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,that we are teaching and more importantly,\Nnot teaching well enough.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Whether it's technical skills, \Nwhether it's those social skills
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,or whether it's the vitally important\Nability to be resilient,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,to recover from change and setbacks,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and to apply yourself in a new way \Nto a new set of challenges and horizons.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,These are the things \Nwe must be focusing on,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and we aren't yet rising \Nto that challenge.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,I support the motion. 18:06
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,(Applause)
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,(Moderator) OK, thank you very much\Nfor that, Jo.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Our next speaker, who is going to speak\Nagainst the motion, is Allan Päll,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,who is the Secretary General of \Nthe European Youth Forum,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,which is the representative body\Nfor youth organisations in Europe
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and he is an advocate for youth's rights.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,He lead student unions in Estonia and\Nat the European level, and has advocated
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,for students' voices to be included\Nin educational policy. Allan:
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,(Allan Päll) All right, \Nthank you very much, chair.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,I would like to very much support many\Nof the claims made by our opposition.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,However, when it comes to the question\Nand when it comes to this specific motion,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,this house does not believe that \N21st century skills aren't being taught,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,because, well, let me put it very bluntly\Nand very simply:
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,the whole notion of what are 21st century\Nskills is often just a bunch of nonsense,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,if I would sum it up very briefly.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,But let me go into it a bit more.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,There are many definitions of\Nwhat these skills could be
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and I fully agree that they do include\Neverything mentioned by the opposition.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,However, there are many other ways\Nof looking at it.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,So if we are to say whether these are \Nbeing taught or not,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,even if we have a problem of the very\Ndefinition of what these skills are,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,how can we say that they are \Nnot being taught so determinedly?
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Some of the elements that can be \Nmentioned as 21st century skills
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,are simple things, as critical thinking,\Nproblem-solving, reasoning, analysis,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,research skills, creativity, curiosity,\Nperseverance, self-direction
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,oral and written communication,\Nleadership,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,information and communication technology,\Nsocial justice, literacy,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,civic, ethical behavior, global awareness:\Nthe list goes on and on and on.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,So, indeed, many of those things, perhaps,\Nare not being taught enough,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,or specifically enough, \Nin our educational systems.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,But that doesn't mean that \Nthis is not happening.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Let me ask you one simple question:
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,If you believe that we don't acquire\Nmany of these skills
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,in our educational environment, \Nbe it in a formal setting
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,or a socializing moment \Nin your school or at university,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,would we actually witness the pace\Nof change in society that we are seeing.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Almost all of us have gone through \Nthe educational system.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,So, we must get a lot of those skills\Nalso through that.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,I do agree, though, \Nthat there is something to be said about
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,the question of how specific are we\Nwhen we look at those skills.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Because that is true that most curricula --
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,education is very much compartmentalized\Ninto very specific subject areas
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and we're seeing an increasing trend\Nof those subject areas becoming
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,more and more specific.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And thus indeed, there is perhaps\Nnot enough emphasis on looking at,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,or thinking really about are we acquiring\Nall those sets of skills
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,that are important for our socialization,\Netc., our technical skills as well,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,as mentioned by the opposition.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,One of the things that I would like\Nto highlight is that
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,the schools and universities, and\Nvocational education and training
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,is not only about the formal \Nlearning outcomes
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,that we are beginning to measure \Nmore and more.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,It is also about the social environment\Nat that very school or university
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,that determines a lot of \Nwhat education gives us.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,In terms of specific skills \Nthat were mentioned by opposition
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and the lack of those skills, there are\Nmany variables perhaps to look at.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Yes indeed, we are missing out \Non engineers,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,we are missing out on also \Nstaff in medical sciences, in care.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,We would need indeed many more people
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,to have those qualifications, \Nperhaps, indeed.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,But there is also a question of\Nwhat is education for
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and what are the requirements \Non the labor market.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And those two things, \Nalthough they interact,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,they move at different paces.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,So sometimes, we start to put blame\Nvery easily on the education system for
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,not delivering specific skills when, for\Nexample, the structure of our education
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,-- sorry, the structure of our economy\Nhas changed.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And I think here, it's an important\Nremark that we need to look at
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,different experiences \Nof different countries.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And you see countries where \Nunemployment levels,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,even throughout the financial\Neconomic crises,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,were record low, such as in Germany\Nand Austria.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,But if you look at youth \Nunemployment figures,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,youth unemployment also among \Nhighly educated young people,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,in different areas, like Spain or Greece,\Nall around the Mediterranean,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,they've been staggeringly high.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And it's not because \Nthe education systems failed,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,it's because the macro-economic systems\Nfailed them there,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,in terms of not having enough job creation\Nfor all those skills.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And of course, there is something\Nto be said that when we train people
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and when we train minds \Nto think critically,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,to come up with new and innovative ideas,\Nwe also change the world through that.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,So, we need to understand \Nthat interaction.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,but certainly, when we look at \N21st century skills, well,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,if we are to define them with this broad\Nset of lists that I noted,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,we certainly are gaining those skills,\Nbut perhaps, not specifically
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and not enough: that, we could agree.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,When it comes to preparedness for change,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,when are we ever prepared \Nfor the change to come, one might wonder.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Indeed, things, technologically, \Nare changing very fast.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And maybe our educational systems\Nare not embracing that technology
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,at the same pace.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,But that doesn't mean that \Nif we would embrace
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,the use of that technology very quickly,\Nthat it would enhance immediately
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,the skills that we can describe as\N21st century skills,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,such as, for example, critical thinking.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,There are many advocates that say that
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,we need to replace \Nsubject matter teaching completely
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,with horizontal level approaches.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,That doesn't work.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,If we don't know the facts, how do we know\Nthat we are on the right path
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,with our decisions, how can we know\Nwhat really happened in the past,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and not, how can we verify what is true?
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,So when we look at the skills, we need\Nto look at the evidences
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,in terms of teaching preparedness \Nand pedagogy.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And yes, we agree: there is a lot \Nto be done there
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,in terms of measuring those essential\Nskills of socialization and communication,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,building relationships, and it is true \Nthat around, it's estimated,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,around 50% of jobs in the service sector
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,are about to disappear in the next \N20 years and transform, hopefully,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,into something completely new.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Finally, indeed, those skills, \Nwe can all agree,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,we'll need those skills.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,But there is an important element\Nof young people,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and this is a study that we have done\Nin the European Youth Forum,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,that they gain a lot of those skills also\Noutside, in non formal education settings.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And the key here is to see if we can bring\Nthose experiences
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,that young people gain from youth \Norganizations, activism,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,into the formal education setting, \Nand thus make it much more open
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,to recognizing those prior experiences\Nas well, to overcome this shortage.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Thank you very much.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,(Applause)
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,(Moderator) Thank you very much, Allan.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Our next speaker who is going to speak\Nfor the motion is Pedro De Bruyckere
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,who is an educational scientist and \Nhe has worked in Ghent in Belgium
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,since 2001.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,He co-wrote two books which debunk\Npopular myths on generation Y
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and generation Z,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and the latest one was entitled \N"I was 10 in 2015". Pedro:
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,(Pedro De Bruyckere) OK. Good evening.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,I'm a teacher, I'm a teacher trainer,\Nso I'm not used to standing still.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,So if you don't mind, I will move.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Allan, thank you very much for\Nmaking my point.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,I have to explain: I have to agree,\NI've written a book about it.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,There's no such thing \Nas 21st century skills.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And that's why they need to be taught.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,I have to explain this.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,You know, if we go back in time, to see\Nthe origins of the 21st century skills,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,you'll end up with the liberal arts,\Nthe Septem Artes Liberales.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Rhetoric, what we are doing right here,\Nthat's for me ancient history,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,but still needed today.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,But the question is, \Nis this still being taught in school?
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Because, like ....... Alberts (check) says,\Nmoreover we get a focus on the Three R's
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,-- Reading, 'Riting, 'Rithmetics --
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,while most of the young people are\Nlooking to Snapchats.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,But because of the focus, \Nbecause we want to test stuff,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,the more important things \Nare being forgotten!
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Rhetoric, philosophy, for me, crucial.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,To be honest, then, you don't have to look\Nat Ancient Times,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,than you have to look at Medieval Times,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,because then philosophy was added\Nto the Liberal Arts.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,So we need to train our children \Nbecause it's great to say:
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,"Look at us: we've done it."
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Yes, but we are not talking about us,\Nbecause in 20 years' time, they will --
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,we will be old, boring and \Nother people need to sit there
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and beyond stage, using rhetoric.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,So we need to prepare them.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,I'm not sure if we're doing a great job.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,For instance, if we talk about technology,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,technology is often like a sex ad\Nin education.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,You know, you talk about \Nall the dangerous stuff
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and you never talk about the fun stuff.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,You know, it's very simple:
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,"Don't do this, don't do that,\Ncertainly don't try that! Go ahead!"
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And another -- for instance, McKinsey,\Nthe McKinsey report, 2014 McKinsey report,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,said just (check)\N-- and I agree again with you both --
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,there is a mismatch.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,There is a mismatch between \Nwhat children study in school
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and which topics they choose,\Nand what we need in the economy.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,But at the same time, the employers said:
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,"You know, don't train them \Nto a specific job
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,"but train them in strategic \Nand communication skills."
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,OK, they have been around for ages\Nbut they are still important.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,But what do we do, for instance,\Nin many schools?
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,I've been in schools in Holland, \Nin Germany, in --
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,you know, we teach them how to write\Na job application.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,We teach them how to perform\Na talk for a job.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Do we teach them to write \Na LinkedIn profile?
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,No, what we say is "Never post\Na drunk photo on Facebook,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,"because people will search you."
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,What we don't say is:
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,"You know what? Post something good \Nabout yourself on Facebook,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,"that isn't a selfie."
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,But we think well, they will do this.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Actually, for instance research by\NJan van Dek (check):
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,that's one of the stuff \Nthat our kids don't know.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And if we don't teach them, who will?
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,So that's my point: we need to teach them\Nbasic skills like Jo said:
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,communication skills, strategic skills.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And if you want to call them\N21st century skills because, by accident,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,we're living in the 21st century,\Nso be it.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,(Applause)\NThank you.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,(Applause)
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,(Moderator) OK, \Nthank you very much, Pedro.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Our final speaker who is going to speak\Nagainst the motion is Miles Berry,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,who is the principal lecturer \Nin computing education
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,at the University of Roehampton in the UK:\NMiles.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,(Miles Berry) Pleasure to be here,\Nreally is.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Philip and Gudrun, where are you guys?
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,OK, on the Twitter thing you say:
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,"We need to talk about what the purpose\Nof education is, what is education for?"
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And that's where I want to start.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,I want to move back from the motion, \Nto think about what education is for.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And to do that, we need some understanding\Nof what education is.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,I've been in education \Nfor over 40 years now.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,But even so, I checked.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,It's the culture or development\Nof personal knowledge, or understanding,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,growth or character, \Nmoral and social qualities, etc.,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,as contrasting with \Nthe imparting of a skill.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,(blurred: check)
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,OK, there's definitely a place \Nfor imparting skills,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,but that's training, not education,\Nand there is a difference.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,My Roehampton students study education,\Nbut they are trained to teach.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,England's new computing curriculum\Neducates people about the principles,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,the principles of computer science:\N(inaudible: check), I tell you.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,(laughter) ... technology, I think \Nthe technology ran on me tonight,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,it's all right I'll give it...
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,(off) (unintelligible)
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,(Berry) 21st century skill \N-- on knowledge -- (laughter)
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Knowledge that these things are the wrong\Nshape for my head: never mind.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,OK, so: England's new computing curriculum\Nthat Jo has alluded to
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,educates people about the principles\Nof computer science,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,whereas we used to train them \Nto use Office software.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Or think about sex.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Look, not like that: we rightly include\Nsex education on the curriculum in schools
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,but we typically don't include training.\N(Laughter) Important skills.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Do without microphones. \N(Laughter) ... very well.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,In England, our Education Act says\Nwhat education is for.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Firstly, it's to promote the spiritual,\Nmoral, cultural, mental and physical
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,development of pupils and of society.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And it's to prepare pupils \Nfor the opportunities, responsibilities
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and experiences of later life.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,What else could education possibly be for?
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,In that, you just got to love laws\Nthat require you to do
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,what you'd want to do anyhow.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,There does remain a question about\Nhow best to prepare people
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,for these opportunities, responsibilities\Nand experiences.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,I think the nob of the motion this evening\Nis about whether this should be done
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,through some sort of training\Nin 21st century skills
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,or by passing on the knowledge, \Nunderstanding and wisdom
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,of our generation to the next and I'd say,\Nthe latter.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,I've no problem with skills per se\Nin teaching.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Behavioral management is a skill,\Ncoding is a skill,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,so is searching for things on Google,\Nor even Bing.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,OK. I've some problem, though, with the\Nnotion that there are 21st century skills
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and I'd agree with you on that.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,But both of you have done a fine job\Nof demolishing that notion already.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,I've also some problem with the skills --\Nwith the notion that skills can transfer.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Skills are about accomplishing something.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,There's a context to the skills,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and I think we diminish specific skills\Nby attempting to generalize them.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,It isn't critical thinking, \Nit's thinking critically about something.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,It's not creativity, \Nit's creating something.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And it's not communication,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,it's communicating something\Nthrough some media.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,The 'something' here matters.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,It's really not possible to teach skills\Nin the abstract fashion, without context.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And the context is king.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Whatever the specific domain,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,knowledge of that domain is necessary\Nfor expert skills.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,My main problem, though, is that\Nwe've only a little time in school.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,We've other things to teach and\Nour students have other things to learn:
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,things like knowledge
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and understanding
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and wisdom.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Without these, skills are unlikely to be\Nof much practical benefit.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Stephen Downes is here.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Well, nodding in his direction, I'd say,\Nlearning is about connecting things:
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,neurons, ideas, people.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,The computer scientists get this,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Google's page rank algorithm relies\Nnot so much on the content of the page,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,as the links between the pages.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,The thing is then, the new stuff has to be\Nconnected to something.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Otherwise, it's just isolated factoids.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,We can't make sense of it, \Nwe can't use new knowledge
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,unless it's integrated into our existing\Nmental maps, our schema.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Put simply: it takes knowledge\Nto gain knowledge.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,This apples to each of us as individuals,\Nbut it's also how civilization grows.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Human achievement is a cumulative thing.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,New knowledge doesn't normally contradict\Nwhat's gone before.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,It builds on it.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,If Newton saw further than others had,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,it was because he stood \Non the shoulders of giants.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,What hope would there be \Nfor the next generations
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,if they had to discover everything afresh\Nfor themselves?
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,The consequence of our building\Non what's gone before
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,is that the pace of cultural, scientific\Nand technological change
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,accelerates exponentially.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,But even allowing for this acceleration\Nis knowledge, understanding and wisdom
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,which have done the test of time.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Less so, skills.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Expect new inventions and discoveries\Nover the next 85 years
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and new practical skills to go with them.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,But don't expect the foundational \Nshared knowledge of our civilization
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,to become irrelevant.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Indeed, it's on this very foundation\Nthat the new knowledge will be built.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,It's not 21st century skills \Nthat young people need.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,It's 21st century knowledge, understanding\Nand wisdom.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Time, I think, for a quick case study.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,The most successful education systems\Nand the top universities
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,seem to organize their curriculum\Naround well knowledge-based subjects.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,England's new National Curriculum is\Nquite explicitly a knowledge-based one.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,It sets out to provide pupils with \Nan introduction to the essential knowledge
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,they need to be educated as citizens,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and to introduce them to the best\Nwhich has been thought and said.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,One of the most radical things we've done\Nin that curriculum,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,which many see as rather reactionary,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,is to have replaced the old ICT \Nwith a new subject: computing.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,This includes an introduction \Nto the principles of computer science
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,for all, from age 5 up.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,It has been my privilege \Nto be part of the team
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,designing and implementing\Nthe new subject.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Under the old curriculum we offered\Na good grounding in tech skills,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,finding this online, \Nmaking a presentation,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,typing up stories, articles and reports.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Sometimes, even making a spreadsheet,\Noften about having a party.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Do people really use spreadsheets\Nto plan parties?
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Are these fun parties? Are these \N-- OK (laughs)
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,It was fine: pupils moved on to work\Nor the next phase of education
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,with some competence and confidence
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and broadly speaking, were\Ndigitally literate.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Our ...... (check) students \Nat Roehampton's
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,suggested that broad portfolio skills,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,two thirds regarded them as .... as \Ncompetent, proficient or experts. (39:58)