Preparing Our Children for a Rapidly Evolving World

From global pandemics to natural disasters, the advent of AI, changes in governments worldwide and everything in between, today’s world is unrecognisable from even 5 years ago, a testament to how unpredictable and rapidly everything can change. While one could sit and reflect on the past and how these changes could have been navigated differently, reflection will only get us so far. As an educator and leader of a growing school, I’m a firm believer that our focus should be on the future and that looking forward is the best way to prepare the next generation for a world that we cannot predict.

In this regard, the role of teachers has always been complex and multifaceted, equipping children with the hard and soft skills they need to navigate life both inside and outside of the classroom. When it comes to the latter, equipping young people with the skills they need to successfully embark on their chosen career path is one of the greatest responsibilities a teacher faces. Yet, according to the World Economic Forum, the fastest-growing job roles are expected to be driven by technological developments in areas such as AI, robotics and increasing digital access. In fact, jobs that the average person on the street would have not heard of as recently as a decade ago, such as ‘big data’ specialists, AI and machine learning specialists, as well as software and application developers, will be amongst the fastest growing jobs over the next 5 years. 

Of course, being successful in these roles in the future requires a child to be academically ambitious, but in today’s world we must also go beyond academics. This requires an innovative curriculum that develops qualities such as critical thinking, creativity, problem solving, teamwork and leadership inside and outside of the classroom. Within each of these areas, to truly make progress, we cannot accept a one size fits all approach – each child requires a bespoke and individualised education that embraces their unique talents and aspirations. This approach will give them the confidence and resilience they need to be curious and to step outside their comfort zones and handle the challenges imposed by a new world we cannot predict.

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It is this well-rounded approach to education that my peers and I call ‘holistic education’. At Brighton College (Singapore), our approach to holistic education is structured on 3 core pillars – growing cognitive, physical, and emotional abilities. In today’s world, we’re all more aware of emotional wellbeing than ever before – of course mental health is paramount, but it extends to an awareness of manners, integrity and respect too. An unpredictable world is fraught with challenges that must be overcome, and in my view, the most well-rounded emotionally, physically and cognitively will be able to weather challenges and thrive for the future. While daily experiences contribute significantly to emotional learning, a structured and comprehensive Personal, Social, Health and Economic Education (PSHEE) program, alongside dedicated pastoral care, plays a crucial role. These programs empower children to understand and address potential challenges proactively, fostering the essential skills of problem-solving, resilience, and adaptability.

A school’s values serve as the cornerstone of a truly holistic education, deeply embedded within the institution’s culture. While it would be easy for some to assume that the promotion of values is surface level, a tool for marketing and sales to tap into the mindsets of parents, in my view, values are fundamental to the success of a school and all of those within it – teachers, pupils and parents alike. It is only by having strong values ingrained within a school that a strong identity and culture can be fostered. Identifying values that resonate with each institution is a time intensive process, and one that must be carefully thought about. At Brighton College (Singapore), curiosity, confidence and kindness are our values which are shared across our DNA and network internationally. But why these specific values?

Firstly, we aspire to raise children who are curious and who do not take everything they encounter at face value. We want to teach children to question the world around them and ask those questions that have never been asked before. Secondly, we want to teach children to be confident, whilst remembering that there is a clear distinction between arrogance and confidence. Those with a quiet self-confidence who are self-assured and can present their ideas powerfully but respectfully to others, develop a confidence they can be proud of. Lastly, kindness is perhaps the most important quality of all. Building a culture of kindness means that each individual has a sense of self-worth and of their value to society. By going about life with kindness, each child can go about life at school and at home enthusiastically, appreciating each other for who they are and their differences. This includes cultural differences and an understanding of other races and religions – in today’s interconnected world and workplaces, a global outlook is essential. We’re fortunate to have a diverse community which brings with it plenty of opportunities for education and celebration, helping the next generation understand and engage with one another’s traditions and beliefs. In a world we cannot predict, having an understanding of the perspectives and foundations of others’ core value systems is key to fostering intercultural competence in our ever more globalised world.

Growing each of these areas of a child’s development in parallel will help them become what we call a ‘first class version of themselves’, not a replica of anyone else, or a child that has been forced to fit into a mould of what society has expected them to be. Schools have a part to play in celebrating individuality too – it shouldn’t just be those who excel in sports and academia that are recognised at prize givings and assemblies. What about those who stood up to take the lead, those who were brave in being the first to answer a question, or those who contributed something beyond the ordinary in a lesson? The contributions of these children must also be celebrated and admired.

While schools have a fundamental responsibility to impart knowledge and nurture the qualities described above, we believe that learning should not stop at the school gates. Our mission is to instill in our pupils a lifelong love of learning—an aspiration we actively model in our daily lives. At Brighton College (Singapore), pupils regularly see adults embracing new challenges, whether it’s a teacher learning from a pupil at Rubik’s Cube or coding club, parents stepping outside their comfort zones to sing in the parent choir, or teachers sharing their current ‘best reads’ on classroom door posters during World Book Day, the spirit of growth and exploration is encouraged at every level. These moments reinforce an essential truth: learning is not confined to childhood, nor is it limited to the classroom. By demonstrating our own commitment to personal growth, we believe we set a powerful example—one that encourages our pupils to continuously seek knowledge, refine their understanding of the world, and strive to become better versions of themselves. We believe this mindset is not just valuable; it is essential, both for progress and the betterment of society, in our rapidly evolving, exciting and fascinating world.