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Director, Consultancy Support in Learning Futures and Learning Frontiers (Global Education Leaders’ Program)
The problem of disaffection with education that many students experience is a concern around the world, both in countries with good academic results and those with more negative results. It is a warning sign that something in the educational system is not working.
Disaffection is understood as the students’ lack of implication and engagement in education. It is not a question that only affects those students with the worst results. A Canadian study reached the conclusion that student engagement is highest during the first stages of education and becomes a lot lower in secondary education.
A distinction needs to be made between engagement with the school and engagement with education.
A study from the University of Bristol determined that to achieve greater engagement with education, it had to meet a series of functions.
There is evidence that this meaningful education that encourages engagement is not being provided.
The education currently offered does not always prepare students for the needs of 21st-century life. We now need inspired students who learn throughout their lives. Technology provides many educational tools that were unthinkable in the past. This does not mean that we do not need schools, but they do have to change. They do not have to improve, they have to be transformed.
To achieve higher levels of engagement, students need to be better motivated. A study by the Innovation Unit NGO determined three basic elements for motivation.
The Learning Frontiers initiative, developed in Australia, aims to create successful learners who are self-assured and active citizens. To do so, analysis of different studies and experiences was carried out to find the key to motivation and what inspires students. The four basic principles they determined are:
An example of best practices in this area is San Diego’s High Tech High:
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