Phase One concentrated on laying the ground with analyses on trends and methodologies, in which the key outcome was a set of six SfT scenarios for schooling systems:
In addition, the project worked on parallel analyses of innovation, networks and the role of technology in education.
Phase Two focused especially on working with a small number of volunteer “inner-core” systems, exploring how futures thinking can inform concrete challenges for educational leadership and policy-making. The English-speaking system in Ontario found scenarios a useful way to forge dialogue around the future of the teaching profession while the French-speaking sector used our scenarios to build the “7th scenario” vision for their minority system. England created a ‘toolkit’ (Futuresight) for school leaders, and the Netherlands similarly focused on leadership applications. The “Secondary Futures” project in New Zealand has adopted a range of innovative approaches to build capacity in different communities and stakeholders to think creatively about the long term. The lessons learned from this phase led to a publication on the use of the scenario method in education.