Humans learn in many ways. Young and old. Back in the day’s it was mostly books, images, radio, TV and lectures that provided us with the information we needed. Being a teacher was an honorable status of knowledge. But times are changing and so are the options we can choose from to learn and teach. Online as offline. Courses, video’s, documentaries, presentations, VR, AR, games, personal trainings and much more. It is absolutely amazing what is possible nowadays. But what is left from the image of the traditional teacher is a low wage and a high workload. There were 35.000 open applications in 2018. And as all these new learning and teaching options emerge from the market, we find ourselves in the ironic contrast not having the time next to our busy school, job or study to learn from it.
No time to for self-development with an economy that expects you do. A huge demand for teachers but little who are willing to become or stay one.
This SDG challenge is meant for teams to come up with new systems or business cases of how we can use current options to our advantage to make teaching great again on the short term and develop new approaches for us to learn continuously within the near future.
We have a problem in education; we are with too few teachers. So how can we ensure that people continue to choose for an educational job with pride and love?
Being a teacher is a great profession, but at the moment it is not experienced that way. Just about every day you can read something in the newspaper about the teacher shortage or the high workload in education. As a teacher you are emotionally involved in your work; you feel responsible for the development of children and young people. But today it is not always possible to help every child or young person to take the next step. This is partly due to: the workload, the teacher shortage, the obligation to account for and test more and the growing diversity of learning needs in one class. Classes are getting bigger and more diverse.
The current system is “clamping” and that is becoming clearer and more urgent. This offers the opportunity to look at education from a different angle. For example, how we can organize education differently:
Physical and non-physical space:
at the moment one teacher feels responsible for one group of students in one room. Why does everyone have to do the same in class: can’t we let teachers do more what they are good at and get energy from? Why do we think from a classroom perspective instead of the view of the learning space which is needed? Learning stops at the moment as soon as a child leaves school. So how can we make more use of the “gap” between school and society, how do we use “informal teachers” and how can we better use museums and businesses in education?
an enormous amount of data is collected in education, but this data is often left unused to gain insight into the learning process of a student. How can we use technology in how we learn for example?
the current teacher education programs form a barrier for many to enter education (financially and in terms of time and level). This raises questions such as: what authority do you need to be allowed to teach? And do you need a license, or is training sufficient? In addition, the teacher training is rather “old-fashioned”; more space is needed for self-development. Especially for the teacher so that the teacher can teach this to the student.
Less obligations, play more:
every teacher has the feeling that he or she has many obligations. But what is really necessary? What does the teacher need from the school, the school needs from the administration, the administration needs from the government and where is the opportunity gap in this? How can we experiment in this space, think more freely and start playing more to come to new insights? And how do we support the pioneers who dare to do this?
(This challenge is a collaboration between Lucas Education and LEF (Leiden Education Fieldlab).
There is a great need to prepare prospective professionals for a role in professional practice that can be highly unpredictable, dynamic and complex. Rapid changes in society, for example in the areas of privacy and security, technology, sustainability and globalization, require professionals who are able to keep developing and to look at the world in an inquisitive way. This requires that students in university and vocational courses develop transversal, subject or cross-professional competences. Examples of this are critical thinking, problem-solving ability, entrepreneurial spirit, sustainable planning and implementation, multidisciplinary thinking and creativity. In addition to the subject-specific competencies, both the business community and the government are increasingly demanding these future-proof competences. These enable a professional to continue to have value throughout his / her career for employers and clients.
During this challenge, teams examine the issue of how higher education can act as a driver for the development of these so-called transversal competences. In addition to, between and within the regular education programs, how can students be taught to “encourage” themselves to develop and keep these competences / future skills sharp? It is therefore mainly about the experience of putting these competencies into practice, so that students experience that this directly contributes to maintaining and developing their own market value. A possible solution therefore always has a direct link with the “real world”.
This challenge has been developed by the LOI Hogeschool and the Center for Innovation at Leiden University. Both institutions attach great importance to making individuals aware of the need to continue to develop and are constantly looking for opportunities to make their education future-proof. This challenge should contribute to the educational institutions gaining new insights into how they can enrich their own curricula and respond to the issue presented above.
The winning team will have the opportunity to pitch their solution to the training management of the LOI University of Applied Sciences and Leiden University.
What’s in it for the winner?
– The winning team will be offered the opportunity to join a business model training or validation of choice at PLNT with personal coaching on the side.
– 1 year free working space for at LUGUS,
– 2 hours of legal advice from DPA.
– 1 year free domain + email for your project.
– 1 promotion video of 2 minutes by inhouse filming.
– 1 hour of coaching scale-up advice from our incubation team
Requirements to submit
1. Your idea has to be your own, which means it doesn’t have to be unheard of, but it cannot be IP-protected by someone else.
2. Signing up for the SDG Challenge means you commit to participating in the event if your idea gets selected, or that you allow a team to work on the idea, giving them ownership.
3. You are open to new input!
Sign up with your solution!
If you have a business case or idea as a team or as individual, you can submit! You can use the day to finalize it or validate certain aspects of it with the experts. And maybe find that additional team member with the skill set you need to develop it in to a further stage!
Just want to help for 1 day? Sign up as Contribuddy!
If you feel connected to the challenge and just want share your knowledge for 1 day, you can sign up as Contribuddy to deliver your part of the impact. You can team up with other Contribuddy’s to form a new team or join an existing one that needs support.
Always handy to know what the Jury will be paying attention to during your presentation. Know that by including them in the pitch there is a higher chance of winning the Challenge!
– The solution responds to the challenge
– It addresses an Educational issue
– It is different from existing solutions
– The jury will look at the chance level of succeeding.
– It has the potential to create impact
– The team expresses motivation, enthusiasm and interest in further developing the concept after the SDG Challenge.
A Dutch commercial educational institution that provides distance learning and classroom education.
Lucas Education is a dynamic and committed foundation for special primary and secondary education.
The COI develops learning experiences, applications, technologies and methodologies that are always focused on understanding, researching and influencing root problems.
A network with a physical location where education professionals can innovate and research together with passion and an active role within education.
Astronomy and Science Communication and Society is a course in which the focus lays on informing the general public about important scientific topics and how you can scientifically substantiate this communication.
The Teammaster Transition to Future-oriented Education is part of Educators, in which Leiden University College and Lucas Education work together.