For those of us tasked with persuading leaders, we have to argue that the observations, data collected and projects undertaken during time away from the traditional classroom can provide opportunities for authentic forms of assessment, which would appeal to more traditional mindsets. It is also vital for us to identify and develop relationships with local companies, organisations, colleges, universities and research institutions so we can offer enhanced learning opportunities for our students outside of school.
Rutger Bregman and taking action
In his latest book ‘Moral Ambition’, Rutger Bregman argues that addressing climate change should be the desired vocation of all our students. Rather than shouting about climate change, he says we should be out there doing something about it and translating our ideas into actions and then into results. Bregman estimates that around 25% of the workforce of any one country has jobs that are ‘socially meaningless. I think we have to ensure that no part of our schools’ curriculums have become ‘socially meaningless’.
This will also serve the future employment prospects of many. Investment in climate adaptation is at an all-time high and is projected to be the third-largest contributor to global job growth over the next decade, creating millions of new positions. The World Economic Forum says 41% of employers surveyed expect adjustment to the effects of climate change to be a key focus of their field by 2030. ‘Green hiring’ with employers looking for ‘green skills’ is outpacing general market hiring trends in recent years, with employment in climate change-related positions projected to skyrocket. However, right now the market is not prepared to meet this demand, as climate-focused job postings outpaces green skills development. Are our schools adapting their curriculums quickly enough to address these demands?