Independent Schools Guide 2022: Learning on the path to future work

The future of work is a brand new world: in fact, literally, as space tourism operators and terraforming microbiologists could one day be working on Mars. Back on our own planet, there will be plenty of jobs that don’t currently exist as well.

A recent study predicts bio-jackers, entomicrobiotech cleaners, algorithm interpreters, de-extinction geneticists, fusionists, smart dust wranglers and robot ethicists will all be required in the not-too-distant future.

The 100 Jobs of the Future research project sees technology becoming such a big part of everyday life that we’ll even need an “analogue experience guide” to help us unplug from digital life and reconnect with the natural world.

Undertaken by researchers from Deakin University and Griffith University in Queensland, and commissioned by Ford Australia, the study looks at how the big drivers of change – technological disruption, scientific innovation, climate change, globalisation and population pressures – will transform the skills required for the evolving needs of the workforce.

What does this mean for current students? In short, say lead researchers Peta White and Russell Tytler, both from Deakin’s School of Education, students need to “learn how to code, learn how to paint”.

While many future jobs will increasingly require scientific, technological and digital skills, putting an emphasis on STEM subjects, and applying these with creativity and imagination will be equally important, as will critical thinking and people skills.

Dr White says the researchers are often asked if robots are taking over our jobs. “In some instances, yes,” she says, adding: “They also create another raft of potential employment around design, construction and maintenance of the robot. So, it’s a different way of thinking about it.”

Given the rapid rate of these technological innovations, “students will need flexibility to be adaptable in the tools we use and the kinds of things that we do”, she adds.

As the “gig economy” is already demonstrating, Professor Tytler points out that students will find themselves in “non-fixed or flexible workspaces” and that one “lifelong career” is no longer the norm. As a result, he says, “the most important thing is developing a capacity for lifelong learning”.

“We have always been a future-focused community, and a community that develops skills for life,” says Melbourne Girls Grammar’s executive director of curriculum, pedagogy and innovation, Ashley Pratt, of the school’s 130-year history.

While “timeless” core learnings around literacy, numeracy, humanities, sciences and the arts will always be a focus, Pratt says, “the changing nature of work, the changing digital disruption within our society, means we need to be responsive to that as well”.

He gives the example of their Year 7s and 8s, who are learning about the design process by integrating digital technologies into everyday products. One group is making wearable technology using Arduino LilyPad sewable electronics, which can be programmed to light up if it is about to rain.

“It’s not a ‘pretend’ project; they get to design a fully functional product,” he says.

In order to keep advancing students in these rapidly changing areas of science and technology, MGGS believes in “a shared educational journey”, Pratt says.

“We have a strong STEM auxiliary, a really engaged group of parents who work really closely with our teachers to make sure that we have pathways, that we have role models and we have career mentors,” he says.

The school also partners with organisations such as the Fuse Cup and bring in industry leaders to ensure they are remaining at the forefront. Importantly, the teaching staff are also constantly upskilling, which not only allows them to teach the latest developments but role-model lifelong learning.

• This article appeared in our Annual Independent Schools Guide magazine.