A Common Framework

 

Scenarios can take various forms according to the method applied and the purpose of the exercise for which they are used. The Schooling for Tomorrow scenarios are presented in a matrix describing their features along five key dimensions, so that one can look at similar issues in different futures.

 

This shared framework is flexible, and the number of dimensions can be adapted to focus on specific challenges according to the purpose in hand, but keeping the same dimensions in each scenario facilitates comparisons.

 

 Dimension

 Focus

Attitudes, expectations, political support

This dimension covers public and private attitudes towards schooling, including the depth of political support for schools and learning in general. It looks at how schools are valued, and the roles they are expected to play in communities and society at large.

Goals, functions, equity

This dimension covers what schooling is meant to achieve. It outlines the main curricular and extra-curricular functions, accreditation arrangements, the settings for learning both inside and outside schools, and social and cultural outcomes of schooling: Are the schools to focus more on knowledge, or on skills? Technical competencies, or social competencies? And in each case, to what degree?

Organisations and structures

This dimension describes the formal and non-formal organisation of schooling. It covers the different roles for the public and private players in the delivery of education, the involvement of community bodies, as well as the extent to which ICTs are used: How are decision-making processes characterised: centralised top-down command or through decentralised local governance? What is the balance between using ICTs and the traditional teacher-blackboard-pupil model?

Geo-political issues

This dimension looks at the wider environment and arrangements for schooling, including the nature of service providers, and responsiveness to external pressures: How do local, national, and international decisions on education affect the schools? Are the schools flexible or resistant to change?

The Teaching force

This describes who ‘teachers’ are – all those responsible for ‘delivering’ education. It considers working conditions, status, and careers. It includes networking, motivations and rewards, and the demarcations between teachers' roles and those of students, parents, and various others whose primary roles lie outside education: Are teachers working full- or part-time? How competitive are the salaries? Is teaching a career or a temporary step?

 

Related topics:
Why use scenarios?
How are scenarios made?
The Schooling for Tomorrow Scenarios
Trends
Other methods