The High Dream — Investment in The Academy of the Future
A high dream is a deeply held desire that represents something you would love to see happen that is greater than ourselves. Eight years ago, the School of System Change launched its first innovative systems change learning programme, a leader in the field. Today we are now asking ourselves where we might go and what might be ahead after creating new courses, evolving our curriculum, adapting our materials and approach to different sectors and partnerships, and, in such, building a broad network of collaborators, contributors, alumni and partners.
We need an alternative
We are seeing the growing realisation that the Universities and other teaching and learning establishments are not fit for the future. The current higher education system prioritises academic theoretical subjects over skills that are useful for both the workplace and also for a complex and changing future. We need to transform learning to focus on capabilities and skills to support people through the transition to a dynamic, ever-changing future. These institutions are also facing financial pressures that mean they are often making decisions responding to current demands rather than serving the best interest of students graduating out into ‘the real world’ or what the world currently needs.
We are also seeing a wave of innovative experienced contributors, thinkers and practitioners, reaching elderhood, where they are either retiring and or looking for their long-term legacy. What we are not seeing is the support of the next generation of thinkers and, more importantly, doers being supported to become elders in this field.
The School has a vision to scale up its impact, building on what it has already achieved. This would include:
- World leading qualification: Turning our Basecamp programme into a post-graduate diploma and Masters for those who want to be accredited changemakers of the future — formalising the depth of learning and work that people are already doing.
- Next generation faculty: Supporting experienced practitioners to become the next generation of contributors — loosening western theoretical dominance and valuing practice and experience as critical to quality education.
- High quality resources: Supporting them to develop their teaching and learning materials, approach, and providing the platform to share their wisdom with others.
- Next generation teaching: Apprenticing the next generations of learning guides and facilitators to be able to design and deliver transformational learning experiences — both within our own School and also in other learning and educational settings.
- Action research and inquiries: Into what is required to transform and lead change in a complex and changing world — supporting and working through a participatory and systemic action inquiry approach, so that the learning and research comes from the experience of those doing the work of change.
Building on solid foundations
Our programmes and partnerships are based on a learning pedagogy that supports the transformation of people’s way of thinking, being and doing in the world, so they can design and deliver ambitious systems change and lead change in a complex world. We do this through ensuring they are practicing and applying the multi-methods across the field that are relevant to their needs and contexts, supporting community learning and setting them up to be lifelong learners.
Alongside developing and evolving our offering working with collaborative partners, we have also set up the learning commons and infrastructure to support the development and delivery of bespoke programmes through our handbooks and materials to apprentice future systems change learning providers, including learning and facilitation packs as well as a network model that can work with collaborative partners to work in their own contexts. We also have a wide network of contributors and practitioners who are delivering systems change across the globe; as well as a tried and tested action inquiry and curation process to support the development of teaching and learning materials.
Being bold — investment ask
In these times of disconnect and feeling lost, it’s time to be bold, to name our hopes and dreams, and to see if this can manifest and help bring to life a different pathway for the work that we do, whilst also navigating what possibilities actually emerge.
As such, if we were to realise this future scenario we would be seeking £5–10 million to realise this ambition and to create a lasting legacy for the future. We are open to being hosted by an established education institution or to formalise the organisational structure that we already have.
I welcome any investors to get in touch.
