Learning to unlock potential

Titus AlexanderHead of Campaigning

Novas Scarman

Lawrence Hoo Bristol

1.Learning in context

2.Four levels of learning

3.Transforming learning

Learning in context

Wealth & well-being: are we richer?

Real GDP per capita and Well-being in the UK

0%

20%

40%

60%

80%

100%

120%

140%

160%

180%

200%

1974

1976

1978

1980

1982

1984

1986

1988

1990

1992

1994

1996

1998

2000

2002

2004

GDP per capita

Happy Life Years

Income inequality: ratio of top 20% to bottom 20%

Am

ount

of

emot

iona

l dis

tres

s (%

)

Wealth & well-being Does more money make you happy?

Life satisfaction and Household income in the UK

5.00

5.50

6.00

6.50

7.00

7.50

8.00

£0 £20,000

£40,000

£60,000

£80,000

£100,000

£120,000

£140,000

Household total net income

Lif

e S

ati

sfa

cti

on

(0

-10

)

www.ifs.org.uk/wheredoyoufitin

www.ifs.org.uk/wheredoyoufitin

If every country had UK

consumption levels

we would need 3.1 planets

Ecological excess

= multiple crises

What crises face humanity?

• climate change • loss of biodiversity • fresh water • fish stocks • food security • population growth • aids and disease • resource

distribution• poverty

• inequality• unemployment, • migration, • refugees • racism &

xenophobia • arms proliferation• conflict • crime • terrorism

What are our most powerful

tools for problem solving?

Learning to unlock potential

What skills & knowledge are

needed in 2028?

Learning to unlock potential

How do you promote self-confidence, self-esteem & motivation

for learning?

Learning to unlock potential

How do you transform an

institution into a learning

community?

Learning to unlock potential

How do you remove

barriers?

4 pillars of effective action

Soft skills Hard skills

Opportunity to perform

Support

Internal

External

People are powerfulPeople are powerful

People are powerfulPeople are powerful

People are powerfulPeople are powerful

Levels of Learning

1. abilities, skills & knowledge

2. Personal transformation: confidence

3. Institutional change: support

4. System change: politics

Systems

matter more than skill

How can learners influence systems

to support

their learning?

Policy focused network

Thank you