“The reality is that every single job can expect to change in some respect in the immediate and long-term future.”— Mrs Crystal Hede
In education, some things will never change. Students will thrive in environments that nurture human connections.
They will invariably be inspired by effective teaching and the satisfaction of personal achievement will always be motivating. At Toowoomba Grammar School, the power of high-quality instructional practices has resulted in the development of a strong academic culture that has endured for nearly 150 years. Preserving core principles provides stability and continuity. However, we must be open to continuously adapting our methods so that our students are well-prepared for the ever-changing world they will navigate. As put by CSIRO CEO, Dr Larry Marshall, “Australia is at a pivotal point. There is a tidal wave of disruption on the way, and it’s critical we take steps now to get ahead of it” (CSIRO, 2022).
Several megatrends identified by the CSIRO are set to shape future society. Technological advancement, particularly the rise of machine learning and the Internet of Things (IoT), will drive augmented and autonomous intelligence across many industries and blur the lines between physical and digital. A global focus on environmental sustainability is predicted to drive industrial change. Global geopolitical shifts will occur for stability and economic growth. Lastly, demographic change, particularly an ageing and more urbanised population, will create new needs. In relation to demographic change, Jobs and Skills Australia projects that across all industries, the greatest growth is expected in health care and social assistance, with its share of total employment reaching 16.7% by 2033 (Jobs and Skills Australia, n.d.).
These megatrends will have far-reaching implications for the workforce. According to the World Economic Forum (2023), 44% of workers’ core skills are expected to change by 2027. Incredibly, the Business Council of Australia estimates that 5–10% of jobs could be entirely substituted by technology over the next decade. Technological change will also generate jobs. The field of robotics, for example, has seen a sudden demand for automation specialists, robotics law specialists, robotics ethicists, trainers, educators and job re-design specialists tasked with developing new roles and skill sets for jobs with increased automation (International Federation of Robotics, 2024). It is important to consider that the above-mentioned jobs will be industry-agnostic and relevant to agriculture, sport, finance, retail trade and more.
Looking forward allows us to reflect on the gap that exists between where our students are now and where they will need to be. In his 2019 book Teaching for Tomorrow, renowned futurist and educator Michael McQueen identifies four capabilities that will be critical for individuals to succeed and thrive in future society. At TGS, we are aware of these projected “capability gaps” and are taking steps to address them in the following ways.
First, we know that students will require self-direction to cope with rapid technological and job change, especially in a booming gig economy. As such, we are positioning our students as lifelong knowledge seekers who can adapt their skill sets to stay ahead.
Second, we know that an increasingly competitive job market and pressure to continually master new skills will require tenacity. Consequently, we continually look to create opportunities for our students to deal with perceived failure and develop grit, resilience and optimism in the process. Third, we understand that the rise of artificial intelligence will result in competing organisations having access to the same information. Originality and creativity will, therefore, become highly sought-after skills, further solidifying their importance in our educational program. Lastly, a world of automation and information abundance will require individuals who can think ethically and with acuity. That is, to discern truth and identify biases. The TGS curriculum continues to place value on this higher-level thinking.
We know that developing all these skills requires a broad knowledge base, and this underpins our pedagogical approach of Explicit Direct Instruction within a knowledge-rich curriculum. Giving our boys deep and relevant background knowledge will develop their acuity to solve complex problems and to think critically and creatively in the future (AERO, 2024). Parents can be assured that we are building an educational program that is suitably responsive to future needs.
Additionally, we continue to explore ways of developing our students’ technological capacity. Our forthcoming Design, Engineering and Technology Centre exemplifies our commitment to this cause. Boys will gain further opportunities to automate workflows, use cloud-based solutions and engineer prototypes, for example. From virtual reality to robotics labs, there will be boundless potential for innovation, not to mention the opportunities that the Agriculture and Industry Centre will also offer. Importantly, these planned spaces will connect our boys with industry and the broader community to foster authentic learning.
In partnership with parents, we can equip TGS boys with the skills and dispositions needed to thrive in this ever-evolving world.
References
Australian Education Research Organisation. (2024, March). A knowledge-rich approach to curriculum design. Australian Education Research Organisation. https://www.edresearch.edu.au/sites/default/files/2024-02/knowledge-rich-approach-curriculum-design-aa.pdf
CSIRO. (2022). Our Future World. CSIRO. Retrieved May 05, 2024, from https://www.csiro.au/en/research/technology-space/data/our-future-world
Jobs and Skills Australia. (n.d.). Employment projections for the decade ahead. Jobs and Skills Australia. Retrieved May 01, 2024, from https://www.jobsandskills.gov.au/publications/towards-national-jobs-and-skills-roadmap-summary/employment-projections-for-the-decade-ahead
McQueen, M. (2019). Teaching for Tomorrow: A Blueprint for Future-Proofing Our Schools, Students and Educational System. The Nexgen Group Pty Ltd.
The World Economic Forum. (2023, May 1). Future of jobs: These are the most in-demand skills in 2023 - and beyond. The World Economic Forum. Retrieved May 02, 2024, from https://www.weforum.org/agenda/2023/05/future-of-jobs-2023-skills/
Latest Blog
When School days become years of Mateship, Growth and Unforgettable Memories
Yesterday’s Awards Assembly for our senior cohort saw lashings of pride, reflection and a time for parents and caregivers to savour the very nearness of graduation after years of growth and grit. As the boys prepare for their final external exams and the much-anticipated Formal, this gathering marked the beginning of their final chapter at Toowoomba Grammar School. The assembly featured a moving reel that traced their growth from wide-eyed Junior School boys to confident young men. There were…
Japan: A Journey of Discovery, Culture and Connection
For 30 students and four staff members from Toowoomba Grammar School, the recent Japan Cultural and Technology Tour was a vibrant tapestry of tradition, innovation and transformation. From the bustling streets of Tokyo to the serene temples of Kyoto, this immersive experience offered students a unique lens through which to view the world. The Kinkaku-ji (Golden Pavilion)
TGS Puts Boys’ Online Safety First with Global EdTech Honour
This year, Toowoomba Grammar School was honoured at the Global EdTech Awards, becoming the only Australian school to receive recognition in this category of the prestigious international program. While the category - Best Network Manager - may not often make headlines, it celebrates the quiet achievers who empower learning, protect students and enable innovation. Arthur C. Clarke once said, “Any sufficiently advanced technology is indistinguishable from magic.” If that’s true, then network…
Ompelliargo - Episode 2 - School House: A Gothic Revival at the Heart of TGS
School House in 1907 Constructed in 1875, School House is more than just a structure - it’s a symbol of the community’s commitment to education and a cornerstone of the School’s heritage. Designed by Toowoomba architect Willoughby Powell and built by local craftsman John William Garget, the building reflects the Gothic Revival style, a design language that blends classical proportions with pointed arches, intricate fretwork and a sense of grandeur. Heritage architect Ms Stephanie Keays, a…
The Power of Character and Connection Every Day
As we mark R U OK? Day, it’s a timely reminder of the importance of looking out for one another and staying connected. Whilst today is a National Day of Action, the message is clear: asking “R U OK?” should not be reserved for just one day of the year. By having regular, meaningful conversations with each other, we create trust and normalise talking about what’s really going on in our lives. This simple but powerful practice ensures that when someone is struggling, they know they have a…
Managing Conflict with Pre-Teens and Teenagers
Understanding the developmental challenges of our boys, particularly in managing emotional resilience and independence, helps parents navigate these moments more effectively. Conflict is a natural and inevitable part of adolescence, and for parents of preteens and teenagers at Toowoomba Grammar School, managing these moments effectively is key to nurturing their emotional growth and maintaining a healthy relationship.
Elevating Early Years Mathematics: Insights from a Global Teaching Fellowship
As a primary school teacher with ten years of classroom experience, I’ve had the opportunity to teach across year levels from Prep to Year 3. Throughout my teaching journey, I’ve developed a strong passion for ensuring that every student feels a sense of success in the classroom and equally, that every teacher feels confident and equipped to deliver high-quality lessons. Over time, I’ve become increasingly interested in how we can bring greater consistency and clarity to the way we teach…
Innovation at TGS: Preparing Boys for a Future of Possibilities
This commitment is reflected in how, for generations, our Old Boys have maintained strong connections with the School and their region, demonstrating a dedication to making a meaningful difference in the world. Having students who are able to think critically and evolve with technology will prepare them better for the workforce. Honouring the Past, Preparing for the Future The Grammar 150 celebrations this year offer a special opportunity to reflect on the significant contributions of our…
Remembering CMDR Rowley Alan Waddell-Wood
Rowley was born in Moree, NSW on 30 July 1932 and moved to a property on the Darling Downs at an early age. He attended Esk State School followed by two years at Toowoomba Grammar School (1946-47). After completing his schooling, he worked on the family property and then as a Trainee Executive at Coles in Brisbane. Always fascinated by flying and the Fleet Air Arm, Rowley signed up for a short service engagement in March 1954, aged 22. After completing basic training at HMAS Cerberus, he was…
