Mapping the manifesto action

The manifesto “Education for change – change for education” identifies four areas where action is desirable:
1. Access to renewed knowledge
2. Pedagogical and educational relationship
3. The serene exercise of the profession
4. School in society – society in school?

This mapping exercise was done as part of the intensive trainer course of the Pestalozzi Programme in February 2015.
Participants were asked – in a process of individual selection and consensus building first in groups of three and then in groups of six - to identify the most pressing actions needed as well as their favourite action (disposition towards carrying out this action) per thematic area.
It could be argued that in situations where the identified pressure spots and favourite actions coincide the chances for actual change are higher.

In this group such overlap concerned in particular the following issues

  • Observing with confidence, curiosity and professionalism the changing sources of knowledge and recognizing the multiple places of information as valid sources for the acquisition of knowledge and skills
  • Considering school as a whole (playgrounds, classrooms, canteen, documentation centre...) and as a place of social life
  • Reducing the tension on the following issue: How to assess in the context of results-based management? How to articulate short-term results with long-term education processes?
  • Starting a debate on societal priorities for school

Here is the detailed outcomes MAPPING ACTIONS


And in case you would like to do a similar exercise in your professional context I upload the detailed plan with instructions for the session here SESSION OUTLINE


Are your priorities similar or do you feel that in your professional context other actions are more pressing?

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  • Thank you very much for the detailed session description! It's very helpful. I'm looking forward to trying out the activity in one of our professional development workshops soon. 

    • Thanks for giving me the idea - let me know how it worked

  • I have uploaded the session plan for the mapping exercise (see above) in case anyone would like to repeat it. If you do so, please let us know your results.


  • Thank you Leah for this; I agree these trends are excellent food for reflection and these trends support much of what is said in the manifesto; they also contain things which are not so clearly expressed in the manifesto.

    Looking at them a book came to mind which I read a couple of years ago "The physics of the future: How Science Will Shape Human Destiny and Our Daily Lives by the Year 2100" by Michio Kaku (2011). It gives substance and background to the trends listed below.

    Worth a read.

    • Josef

      I skimmed through a brief description of the content of the The Physics and it strikes me, by comparison with  the 21 Trends as a much more technically and technologically oriented vision. What a pity we won't live to see it all :-)

      • Yes true, he is a physicist and outlines the probable developments - of course all of those have implications on our psyche and feeling and interactions...

        and also true that it is a pity.. but I am set on coming back as - say - a cat))))

  • Recently, I came across Gary Marx‘ A guide to Twenty-One Trends for the 21st century. Author Gary Marx offers us insights into the future for which we are expected to prepare our students. It is a valuable guide for us educators. These trends represent a well-researched, reputable, and reliable source of projections and insights.

    Gary Marx gives us the essential research on:

    • Education and Learning in the 21st Century
    • Energy and Environmental Challenges
    • Demographic Shifts
    • Public and Personal Leadership
    • Economic Pressures
    • Work-Life Balance
    • International Realities

    What are the implications of these trends: for how we operate education? For what students need to know and be able to do … their academic knowledge, skills, attitudes, and behaviours.

    Below are the trends themselves. I think we can read and re-read the Manifesto through the lens of the Guide. I am finding it a very useful exercise both for making sense of the Manifesto and taking action.

    1. Generations: Millennials will insist on solutions to accumulated problems and injustices and will profoundly impact leadership and lifestyles

    2. Diversity: In a series of tipping points, majorities will become minorities, creating ongoing challenges for social cohesion. Growing numbers of people will discover that if we manage our diversity well, it will enrich us. If we don’t manage our diversity well, it will divide us.

    3. Aging: In developed nations, the old will generally outnumber the young. In underdeveloped nations, the young will generally outnumber the old.

    4. Technology: Ubiquitous, interactive technologies will shape how we live, how we learn, how we see ourselves, and how we relate to the world

    5. Identity and privacy: identity and privacy issues will lead to an array of new and often urgent concerns and a demand that they will be resolved

    Knowing who you are - Discovering who someone thinks you are

    6. Economy: an economy for a new era will demand restoration and reinvention of physical.

    social, technological, educational and policy infrastructure

    7. Jobs and careers: pressure will grow for society to prepare people for jobs and careers that may not currently exist.

    8. Energy: the need to develop new sources of affordable and accessible energy will lead to intensified scientific invention and political tension

    9. Environmental / Planetary security: Common opportunities and threats will intensify a worldwide demand for planetary security. 

    10. Sustainability: sustainability will depend on adaptability and resilience in a fast-changing, at risk world.

    11. International / Global: International learning, including relationships, cultural understanding, languages and diplomatic skills will become basic.

    Isolationist Independence - Interdependence

    12. Personalisation: In a world of diverse talents and aspirations, we will increasingly discover and accept that one size does not fit all.

    Standardisation - Personalisation

    13. Ingenuiuty: Releasing ingenuity and stimulating creativity will become primary responsibilities of education and society.

    14. Depth, Breadth and Purposes of education: The depth, breadth and purposes of education will constantly be clarified to meet the needs of a fast-changing world

    Narrowness - Breadth

    15. Polarisation: Polarisation and narrowness will, of necessity, bend towards reasoned discussion, evidence, and consideration of varying points of view.

    16. Authority: a spotlight will fall on how people gain authority and use it.

    Absolute authority - Collaboration

    Vertical - Horisontal

    Power to impose - power to engage

    17. Ethics: Scientific discoveries and societal realities will force widespread ethical choices.

    18. Continuous improvement: The status quo will yield to continuous improvement and reasoned progress 

    19. Poverty: Understanding will grow that sustained poverty is expensive, debilitating and unsettling 

    20. Scarcity vs. abundance: scarcity will help us rethink our view of abundance

    21. Personal meaning and work-life balance: More of us will seek personal meaning in our lives in response to an intense, high tech, always on, fast-moving society











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