In a time when innovation at the level that’s required is a pretty hard sell to English schools and system leaders, we take a look at some glimmers of light — new kinds of school that are demonstrating the right change, under the right circumstances, at the right time.
There has been a lot of noise in the educational world about the Harvard Business Review's publication of UK research into types of school leadership. For Innovation Unit's School Design Lab, there is a deeper significance to the research. We are convinced that there are multiple imperatives — global, economic, social and equity imperatives — to go beyond improvement and begin the process of reimagining and redesigning ‘school’. We will need the qualities, capabilities and characteristics of architect leaders who can go beyond school turnaround and take on fundamental school redesign.
Lack of school places is a pressing and relentless issue that requires swift and immediate action. Yet it shouldn’t just be a case of more and bigger schools. We need to be innovative and smart about what these schools look and feel like, but importantly what they are trying to achieve. ‘Micro’ schools and ‘schools-within-schools’ offer a real and exciting alternative.
Recent blog posts have been marking out some stepping stones towards new school designs. This post introduces two further more practical pieces of the jigsaw.
David Jackson explores the importance of an intentional innovation strategy exploring new school designs.
Innovation Unit, in partnership with A New Direction, hosted a ‘sold out’ (invitation only) screening of the documentary film “Most Likely to Succeed”. You can watch a trailer here: https://vimeo.com/122502930.
“With the debate about full academisation of UK schools heating up, and the pressing need for 500 new schools within the next five years, MLTS has come to the UK at potentially crucial turning point for our education system. It asks some critical questions about the future our young people will be part of: challenging the assumption that educating for access to university degrees and professional roles will secure their futures. Importantly, it also offers a look at what students and teachers are capable of — if we have the vision and courage to reinvent the purpose and design of our schools
“What will the world be like for young people leaving school in 2030 - that is, those starting school this September(!)?”