Submit a Manuscript to the Journal
Asia Pacific Journal of Education
For a Special Issue on
Future-readiness in Education
15 May 2022
Future-readiness in Education
The aim of this special issue is to redefine successful education to include the dimension of time which will provide us a concept of future readiness. Education is more than just standardized testing. Although academic performance in standardized testing remains important for many countries, countries including Singapore have taken steps to incorporate future skills into their curriculum. We see three purposes for education, and outcomes of education, that are in line with such a broadened view of educational success. They are:
- developing learning (knowledge);
- developing lifework (vocation); and
- developing well-being (citizenry, values, and sustainability) that enable individuals to live
peacefully and collegially with one another in society.
In discussing future readiness, we need to elaborate on the dimension of time. Time provides perspective and focus to the purposes of education. The perspective of time is like the physics concept of vectors. A vector has direction and magnitude. Direction in the time continuum consists of the past, present and future (Ng, 2019). Learning, therefore, will involve studying the past, meeting present standards of knowledge, and being prepared for the future. Magnitude is the extent or quantity of school activities as per point of vector (past, present, and future) in the time continuum. The extent or magnitude of learning and school activities that are set aside for learning for the past, the present, and the future, provide us with an indication of what is valued in schools. The focus is often on the present and the measures that bring immediate value to our education system.
An education system can be successful only if it is able to prepare students for the future—individuals who will work, continue to learn beyond graduation, and thrive in a changing society and environment. Macro-contexts such as the economic, social, and environmental contexts of a nation largely determines the strategic directions for education. Current practices cannot remain unchanged and unchallenged in the emerging realities of the future. Teaching and learning practices need to be aligned to new and evolving realities of purposes, time, and context. The school environment and its teaching and learning practices must shift to foster beneficial habits of practices in learners that will prepare them to actively contribute to a sustainable future.
Below is an indicative, but by no means exhaustive, list of possible topics that papers in the special issue may address:
- What are specific country contexts that inform us the future-trajectories in the country's economy, society, and environment?
- How do these future-trajectories contribute to a definition of future readiness in education?
- What are the roles of educational leadership in leading future-ready schools?
- What type of teaching and learning environment must institutions create to develop future-ready learners?
- How do we measure future ready outcomes?
- Submission of papers: May 2022
- First round of review: Jun 2022
- First round of revision: Aug 2022
- Submission of revised papers: Oct 2022
- Second round of review: Nov 2022
- Second round of revision: Jan 2023
- Submissions of final revised papers: Feb 2023
- Acceptance notification: Mar 2023
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