Leadership for Activity Passport Type Ideas: Requires Improvement

So over Christmas the DfE launched the new activity passport initiative, which essentially boiled down to a set of middle class assumptions made by someone in a DfE office somewhere about what children of certain age groups could do to have more fun outside school to no doubt help them escape the dangers of mobile phone and other tech induced mental health problems. The implicit message seemed to be: do something creative and fun, away from mobile phones; parents and children should do these together; it should involve others living close by, their pets, and the outdoors. Or similar.

I tweeted to suggest the approach was a nanny state mode of delivery, and that it might be better to perhaps create a tool to stimulate students and parents to come up with their own ideas for extra curricular fun and challenge. This must have been part of similar feedback from elsewhere as well as now the activity passport has evolved into something a bit like that.

But it’s still been designed as a tick box performance measured approach. Which immediately raises the shackles. I know many people do enjoy recording their achievements, and brownie and guiding badges have existed for years. This can also be motivational for children. But in education you need to start from a different point. Especially to introduce such approaches from a leadership perspective.

As an exercise in leadership this is very ill thought through.

First of all, if the department for education are proposing this, and not social services, child welfare or health, for example, then there are many assumptions being made attached to pedagogy, learning, curriculum, theory and development.

The tools clumsily proposed so far are laughable because of this.

If an individual school had decided to consider delivering something similar, they would have already had a unique strategic vision it would have been aligned with, based on their student community and local needs and unique contexts. There would be a set of values the school leadership team would be working with. There would be certain philosophical choices underpinning all of this that would provide a starting point for generating a set of guiding principles for an activity passport, before it was then tailored to their students in terms of reality, affordability, stretch and challenge and diversity.

At best, something the DfE should have done was to take a step back to say that each school could use a set of guiding principles to create its own agenda for extra curricula activity development and improvement.

This might well be linked to pedagogic choices such as those influenced by Montessori approaches, or forest schools, outdoor learning, child centred learning, and more. It would depend on each school in turn. It might also depend on knowledge of local environmental contexts, linked to actual places, parks and nature, such as local beaches, hills, woodland, or inner city venues.

To create the tick sheet activity passport that was pushed forward was naive and shows up the lack of knowledge and expertise in teaching and learning and educational practice and contexts, as well as demonstrating poor leadership.

Where was the consultation? Where was the coaching and mentoring for parents? Where was the nuanced finesse based on knowledge of the diversity of the audience ? Where was the motivational package supporting it?

And, what about some infrastructure locally for schools, parents and the community to help facilitate life long age and diversity appropriate life enriching activity? Can this be developed to reflect the diversity of society at large and to enable and support bottom up self organised initiatives? Is funding available to support this?

How can this be meaningfully led to achieve impact rather than dismissively thrown at parents, schools and children in a semi-accusative manner from a middle class backdrop of homogeneity?

Also, with more thought, might such action be linked to the sustainability development goals and global learning?

Thoughts on Releasing the Political Grip on UK Education: Could the Haldane Principle Offer Inspiration?

The argument that the UK education system should not be thrown around on the tides of politics is frequently made and the extant situation bemoaned: every time a new minister for education or political party takes the helm, everything changes, and teachers and children suffer. It even affects educational delivery in other countries, as so many British curriculum schools exist internationally.

Activist efforts to reclaim pedagogy grassroots style are often made by teachers themselves (e.g. through teachmeets and conferences, in schools and even pubs – c.f. ‘#BrewEd’). More formalised efforts to remove education from the tight grip of political interference also come in the form of the Chartered College of Teaching, set up in much the same manner and with similar aspirations to the Royal College of Nursing – to create a professional body to oversee, nurture and lead the profession and to eventually regulate it no doubt.

Another example exists, from within education itself, which may also offer a model to consider for further innovation and development, perhaps aligned with the idea of expert peer review.

I refer to the manner in which research funding is allocated in the UK, based on ‘The Haldane Principle’: “the idea that decisions about what to spend research funds on should be made by researchers rather than politicians” –“named after Richard Burdon Haldane, who in 1904 and from 1909 to 1918 chaired committees and commissions which recommended this policy”[i]

“In 1918 Haldane’s committee produced the “Haldane Report”. The report suggested that research required by government departments could be separated into that required by specific departments and that which was more general. It recommended that departments should oversee the specific research but the general research should be under the control of autonomous Research Councils, which would be free from political and administrative pressures that might discourage research in certain areas. The principle of the autonomy of the research councils is now referred to as the Haldane Principle. The first research council to be created as a result of the Haldane Report was the Medical Research Council. The principle has remained enshrined in British Government policy”[ii].

Certainly, releasing education from political pressures would be welcomed by many.

What if an evolved version of the Haldane Principle were adapted for review of educational policy, practice and school inspection? Government officials influenced by politics would no longer be able to interfere and influence the direction of education. UK education may even become self-regulating. Imagine if your school was not inspected by Ofsted, but instead a local panel of headteachers representing a cross-section of regional schools, who were not ascribing a ranking or rating to the ‘inspected’ school, but instead providing expert peer review to be channeled directly into school improvement and recommendations for authentic and constructive assistance based on contextual need.





[i] https://en.wikipedia.org/wiki/Haldane_principle

[ii] https://en.wikipedia.org/wiki/Haldane_principle

Full Special Issue Now Live: Middle Eastern post-conflict futures in education: Iraq, Syria and Yemen. IJCED, Vol 20, Issue 3 / 4

Special Issue Update: Middle Eastern post-conflict futures in education: Iraq, Syria and Yemen

Table Of Contents: Volume 20 Issue 3 / 4

Published: 2018, Start page: 130 Special Issue: Middle Eastern post-conflict futures in education: Iraq, Syria and Yemen, Editor(s): Juliet Millican and Carol Webb

Foreword by Yasmine Sherif, (United Nations – Education Cannot Wait – Global Fund for Education in Emergencies UNICEF, New York, New York, USA):

Yasmine Sherif
, (2018) “Middle Eastern post-conflict futures in education: Iraq, Syria and Yemen”, International Journal of Comparative Education and Development, Vol. 20 Issue: 3/4, pp.130-131, https://doi.org/10.1108/IJCED-08-2018-032


“We are still here”: the stories of Syrian academics in exile

Tom ParkinsonTarek ZoubirShaher AbdullateefMusallam AbedtalasGhana AlyamaniZiad Al IbrahimMajdi Al HusniFuad Alhaj OmarHamoud HajhamoudFadi IboorHusam AllitoMichael JenkinsAbdulkader RashwaniAdnan SennouFateh Shaban (pp. 132 – 147)

Keywords: SyriaHigher educationExileCollaboration

Type: Research paper

Yemen and education: Shaping bottom-up emergent responses around tribal values and customary law

Carol Webb (pp. 148 – 164)

Keywords: YemenEducationConflictTribesComplexity scienceCustomary law

Type: Conceptual Paper

School block grants as a model of financial decentralization in Iraq

Swapna Nair (pp. 165 – 175)

Keywords: DecentralizationChannels of school financingIraq education sectorSchool-based managementSchool block grants

Type: General review

Conflict, insecurity and the political economies of higher education: The case of Syria post-2011

Jo-Anne DillaboughOlena FimyarColleen McLaughlinZeina Al-AzmehShaher AbdullateefMusallam Abedtalas (pp. 176 – 196)

Keywords: Higher educationPolitical economyConflictDisplacement

Type: Research paper

An argument in favour of an extra curricular adventure curriculum for kids

With just a few weeks left until the end of the summer holidays for most school kids and teachers alike, I take a moment to reflect on the privilege of getting out into the great outdoors.

Have your kids and others had the privilege of a bit of adventure this summer? How many have not? How many have sat at home while parents worked? How many have been stuck with their nose glued to the TV, computer, games console or mobile phone indoors during the heatwave?

I’ve been grateful myself to have got myself out of the city and into the countryside this summer. I’ve been to three national parks: Snowdonia, The Brecon Beacons, and The Lake District. I had a serious go at hiking up Snowdon and got 3/4 if the way up. I started out by heading with all good intentions up Scafell Pike but then realised i was probably not ready for that yet – nevertheless I thoroughly enjoyed a six-mile hike around the bottom and various neighbouring tarns. And then, finally, I achieved a summit – I got to the top of Pen Y Fan last week and felt a sense of fulfilment.

Aside from all the personal challenge confronted in my current round at getting fitter again after spending a few years in air conditioned Dubai, by pools and cocktail bars, the gorgeous green, natural beauty and sumptuous fresh air I encountered on my hikes in Wales and the North West of England did of course fill me with awe and wonder: it was inspiring, breathtaking, and humbling, magnificent, tremendous and pleasantly overwhelming. Perhaps it was the contrast between leaving the desert cities of the Middle East and launching myself back into this lushness that made me appreciate it all the more. I do know that many others have felt the same on their return from the human grilling machine of the UAE summer sun and sandpit.

What did make me smile quite warmly was also seeing families and children enjoying themselves out in these places as well. There were groups of teenagers with maps in hand carrying rucksacks bigger than them heading up mountains probably on a Duke of Edinburgh mission. There were five year olds running ahead of puffing and panting parents up mountain paths. There were kids fishing with adults along the canal, paddling canoes together, cycling around reservoirs, and camping in fields. It was a dream to behold: the halcyon days of youthful summers were there in plain view.

It wasn’t quite Swallows and Amazons: I didn’t see any groups of children trundling off unsupervised onto islands in the middle of lakes, but then we aren’t living in 1930s Britain anymore, are we?

But one chance conversation with a headteacher from London outside a welsh tea shop last week out things into perspective. She smiled when she affirmed that at this age her gang of boys thought all caravan and boat trips were pure adventure, but lamented knowing that on her return to school life in September there would indeed be hundreds of kids who had never made it off their street or out of the house. Some parents, she explained, had not even known where Regents Park was when letters were sent home about the location of last term’s sports day, as most of them it seemed just went to work, the shops and school for the kids. The headteacher was sad to report that as a result it was all too easy for children to end up in inner city gangs.

When I returned to London last Friday and crossed the road to catch the bus, I was happy to see a minibus pass me by with a load of kids crammed in it, with a tonne of gear covered by a tarp on the roof, and the words, “Bede’s Adventure Project” emblazoned across the side. ‘Heading home, or just going out?’ I wondered. Either way it was win/win.

That’s what we need now. More weekend adventure opportunities for children who otherwise wouldn’t get the chance. Parents should be encouraged to get involved if possible or even take the lead, but if parents aren’t available then there should still be chances for kids to get out there and do stuff anyway under correct supervision and training: hiking, cycling, mountain biking, canoeing, kayaking, mountaineering, abseiling, and the like.

What can Schools and local authorities do to help? I’m sure they do want to close their doors for a much needed break over the summer months, goodness knows they need it. But as the teachers close the doors on weekends and for summer holidays, could external agencies open them to use the facilities for extra curricular activities such as these? Should school buildings ever be locked up empty when they could be used for hubs for so much more?

It’s true that some organisations do exist to provide all of the above. Eg Guides, Brownies, Scouts, Cadets etc. But are these secular enough and do they reach out to all enough? In today’s diverse England, does everyone wish to pledge allegiance to the Queen and have automatic assumptions made about attachments to faith based organisations? Can we have adventure and the outdoors without all that so that more diverse inner city populations in London, for example, might wish to engage?

Food for thought.

In the meantime, I’d love to see an extra-curricular, age-appropriate, adventure curriculum offered (not mandated) for all school age children, and especially for disadvantaged children. This could include the full range of activities currently covered by those groups such as Scouts to DofE.

Not necessarily Swallows and Amazons, but definitely a chance to get their feet wet somehow. But perhaps we are going in this direction… I was happy to read Nick Gibbs’ announcement the other week that the DfE would be investigating links between extra curricular activities and social mobility over the next few years. Bring it on! But please bring with it the above opportunities too.

Enjoy the rest of your summer.

New Journal Paper Published: A narrative structure for teacher educator team analysis and development

Pleased today to share my latest journal paper published in the University of East London’s Research in Teacher Education (RiTE) journal, “A narrative structure for teacher educator team analysis and development” – read full paper at: https://www.uel.ac.uk/Schools/Cass/Research/Research-in-Teacher-Education/Volume-8-No-1-May-2018 – thanks to Editor, Gerry Czerniawski, for his support in getting this published. My basic premise underpinning this paper is that it is in everyone’s interests for university departmental staff to get along well: for individual, team and student benefit. And, I draw attention to some theoretical reflective tools for helping to oil the wheels a bit… 


United Kingdom (UK) teacher educators in the midst of professional practice changes have been reported to find benefit in being exposed to different theories with a view to resolving conflicting demands and developing new perspectives. This paper provides a synthesis of theories that can help teacher educator teams in universities to make sense of changes in practice together. The theoretical synthesis presented includes models of stages of team development, sense-making, experiential learning and complexity science principles. It is here argued that such a deftly applied synthesis can then facilitate higher education institution (HEI) education department teams to create individual narratives with a view to then sharing them with each other to develop a group narrative. The purpose and benefits of this would immediately be sought in improving team functioning and performance in order to create a more solid foundation from which individuals might even begin to engage in career development along the fellowship trajectory assumed by the UK Higher Education Academy (HEA). A key assumption this paper rests on therefore is that team functioning is a positive asset that is pivotal to individual career development and prerequisite impacts on teaching and learning, and leadership and management of coaching and mentoring with respect to these in a department or team. The contribution this paper makes therefore is a practical approach for analysing and further developing academic teams of teacher educators in a landscape of continual professional change, with a greater theoretical toolkit to draw from to achieve this.

Keywords: Teacher Educator Department; Team; Development; Improvement

Cite as: Webb, C. (2018) ’12 A narrative structure for teacher educator team analysis and development’. Research in Teacher Education, Vol 8(No.1). Available at: https://www.uel.ac.uk/Schools/Cass/Research/Research-in-Teacher-Education/Volume-8-No-1-May-2018


Innovation in School: Video, Paper and Thoughts…

conf picInnovation in Schools: Video, Paper and Thoughts…

I’m now happy to share links to my conference paper and virtual (i.e. video) presentation, now both available online for my Future of Education conference contribution this year.

The video can be viewed by following this link: The Innovation Imperative: Adding Fire to the Fuel of Genius in UAE Schools?

And the full paper (2000 words including references word limit) can be viewed and downloaded here: PDF

Abstract: This paper provides an overview of innovation strategy prioritized globally implemented in the education sector in schools, with particular reference to the example of the United Arab Emirates (UAE). Data from a 2018 qualitative survey of 12 school teachers/leaders representing 9 different UAE schools from 4 separate emirates are presented and results are discussed to elaborate the extent to which innovation is currently embedded and the impact it is currently recognized as having – as evidenced by such indices as innovation prizes, registering patents, or other indicators suggested by research participants. Key results of the survey are shared. Nine enablers and 10 barriers for innovation in schools and 6 recommendations for practice are presented. Recommendations for further research include a need for a UAE 7 emirate-wide survey. The value of longitudinal research is suggested to chart the emerging narrative of innovation in schools to capture long term impacts.

This work builds on a mini-review of innovation labs I wrote earlier this year (available to view on the BERA Blog here)

I really enjoyed this mini project and it excites me to think where this will go – the cultural mindset shift desired and outlined in the UAE Innovation Strategy certainly conjures the idea that children should be brought up to be innovators and creative problem solvers adding benefit to society and people.

At the moment I feel that by contrast in the UK the innovation agenda as pushed through for education is more STEM focused, and therefore not as open and wide as it could be. Social entrepreneurship and social innovation might well be enhanced through STEM, but not all innovation has STEM at its heart. More important right now are the massive social inequalities our and every other society around the world is facing, and the need to focus on alleviating the problems that lead to the bad decisions of populism, and majority-ism swinging the pendulum of democracy towards illiberal ends. It might well be that STEM, and especially technology, will have some deep contributions to make to help, but the starting point might well be elsewhere. The 17 Sustainability Development Goals are, in my view, one such good starting point for problem solving and innovation focus.

As an aside, and on reflection of the above link to the virtual presentation I made by video for this conference: what a great idea to reduce carbon footprint of academics and other conference attendees! There will always be a strong argument in favour of actual face-to-face interactions made available at conferences, however, with climate change agendas and sustainability being such an important and high priority in our world today, I believe that the argument in favour of increasing the potential for and participation in virtual conferences is far greater. Maybe conference attendees in person should only be from maximum 5 miles radius, and everyone else can send a video and tune in to social media. Food for thought.

How I’d educate my child from EYFS through to uni

This blog post is inspired by a tweet I saw yesterday, which said we should teach our students as we would like our own children to be taught – or something along those lines. This got me thinking how that would go if I could self indulgently plan the monolithic scheme of work and educational settings I’d have my fictitious child go through from EYFS to uni. It’s actually quite a useful exercise to go through as it helps you to unearth some of your own educational values and beliefs if you weren’t that in touch with them already. I’d be interested to read other peoples attempts at such an envisioning of what actually might be described as pushy parent educational proxyism – it’s the ultimate in imposing your values on the life of your child after all… a personal educational imperialism if you will.

So anyway, here’s my attempt …

First of all, I’d want my child to be happy, healthy and whole… but I’d also want to hot house them a bit too, to set those high expectations and help them really achieve their full potential, giving them every chance possible to do that. I must confess I like the Russian style philosophy of finding out in what areas a child is talented and then nurturing and really pushing them in those areas. If I could see from an early stage that my kid was really great at gymnastics or art or languages, music or science… I’d really want to give them all the support I could to help them then be the best they could be. I’d throw all resources possible at that. At the same time I do like the South Korean hard work mentality and extra hours of tutoring that students get until late in the evening. And let’s face it, boarding school education comes with supervised homework / study hall until 9pm every night so I’d be in favour of all that.

I think that core subjects like maths and English are important, and science and tech, so I’d want them to do well in those areas too. But I’m an advocate of the liberal arts and humanistic education, so an overarching priority for me would like to see my child being mentored and developed through all that these paradigms offer while being rounded out in debating skills and leadership training too.

I’d expect any kid of mine to be swinging through the trees like Tarzan or Jane in Forest School, climbing Kilimanjaro during the school holidays, and getting their gold Duke of Edinburgh award age 16.

I’d want my child to not be risk averse. So I’d usher them towards all the dangerous sports: skiing, skydiving, parachuting, mountaineering and more. I’d expect them to be highly competitive and go for the Olympics.

I’d like to offer my child legal and financial savvy. I’d like to empower them for high levels of personal and social success later on. If I could get them into private schools for those al important social networks I’d do it. And I’d work as hard as I could to get them into a PPE type situation at Oxbridge.

I’d like them to have the opportunity to go to INSEAD, Europe’s most high returning business school it seems.

I’d expect them to speak three or four languages minimum. Actually let’s go for all 6 United Nations languages.

And I’d want them to make the world a better place.

But then if they got to 18 and told me to shove it and that actually they just wanted to work at the local corner shop… then fine. No. Really. Their own children will give them hell for that when I get to give them the doting grandparent treatment so why worry 🙂

That would be my aspirations for my kid – what about yours?

Dealing with highly confrontational behaviour

This blog post poses more questions than answers. It’s a reflection on highly charged situations and how best to respond.

For example, when John Prescott had eggs thrown at him that time – was he justified in lashing out and punching out?

When former PM the Rt Hon Mr Brown received comments from the female member of the public who he, unfortunately, was overheard and recorded to say was in his view a bit bigoted: was this justified but perhaps avoidable? The impact was indeed a shame on that particular election campaign.

Anger and intense views, while sometimes not great for the heart, are nonetheless part of our human makeup. What are the best ways to deal with and respond to such outbursts though?

In a school environment teachers try generally to model the behaviour they expect students to imitate. Also easy to say and harder to implement sometimes.

What are your strategies for dealing with such issues? What would you have done in John Prescott‘s shoes or with the benefit of hindsight as Mr Brown?

If you can rehearse such situations in advance it can help. What are your thoughts on the following?

⁃ If someone eggs you as in Mr Prescott’s situation: might it be possible to diffuse this by turning palms up and saying “scrambled eggs anyone?” And then perhaps arranging an appointment to be offered to the egger for discussion on what prompted the emotion behind the incident?

⁃ If someone with views that don’t sit right with you confronts you – how can you avoid the mental steps that might lead to you labelling or branding them a bigot before you even say it out loud? Even though you may feel justified? This is a very complex one actually and could also relate to the no platform debate. The answer would have to be purely to either discuss the issue honestly and openly or not to pass judgement at all. Also easier said than done. Again, opening dialogue and talking at a later time and exploring thinking is the strongest way forward, without having to compromise your own integrity.

⁃ Another top tip which may cause confusion and derision often if not understood by the recipient… if someone is angry and verbally or aggressively launching at you, you can just sit down. Literally and physically. It’s not often a situation will escalate if one person isn’t standing up. You also don’t have to say anything. This doesn’t mean you won’t take action such as by withdrawing yourself from a situation or relationship later. And it doesn’t mean you are weak. It often takes a lot of strength actually.

But hey, we are all human. We all have our weaknesses. And sometimes w initiate the situation too. None of this is easy. What top tips do you have for dealing with explosive situations?

Forthcoming conference paper: “The Innovation Imperative: Adding Fire to the Fuel of Genius in UAE Schools?’ 8th International Conference on The Future of Education, 28th-29th June 2018, Florence, Italy


This paper provides an overview of innovation strategy prioritized globally and implemented in the education sector in schools, with particular reference to the example of the United Arab Emirates (UAE). Data from a 2018 qualitative survey of 12 school teachers/leaders representing 9 different UAE schools from 4 separate emirates are presented and results are discussed to elaborate the extent to which innovation is currently embedded and the impact it is currently recognized as having – as evidenced by such indices as innovation prizes, registering patents, or other indicators suggested by research participants. Key results of the survey are shared. Nine enablers and 10 barriers for innovation in schools and 6 recommendations for practice are presented. Recommendations for further research include a need for a UAE 7 emirate-wide survey. The value of longitudinal research is suggested to chart the emerging narrative of innovation in schools to capture long term impacts.

Keywords: innovation, UAE, schools, enablers, barriers, school improvement


Webb, C. (2018). “The Innovation Imperative: Adding Fire to the Fuel of Genius in UAE Schools?’ Accepted for The 8th International Conference on The Future of Education, 28th-29th June 2018, Florence, Italy.


Learning from Sheffield’s Little Mesters: Innovation in Schools for the 4th Industrial Revolution

Learning from Sheffield’s Little Mesters: Innovation in Schools for the 4th Industrial Revolution

“History doesn’t repeat itself, but it does rhyme” ― Mark Twain


I’ve been developing an interest in innovation in schools recently (Webb, 2018). I skirted by innovation during my time at Cranfield University as a PhD Student and researcher, and a littler later on in academic appointment at Sheffield Hallam University. During those times my interest emerged through interactions with other colleagues whose work more closely focused on innovation, getting involved in their projects a little, and then also publishing and relating some of my own findings from research to innovation in the context of organizational learning and the people learning in them (Webb et al, 2006).

Some of the earlier work I was invited to help publish focused on innovation labs or hubs and their role in organisations and communities in forming part of the enabling culture and environment for innovation to flourish (Dvir et al, 2007; Dvir et al, 2006; Dvir et al, 2004).

Now we sit on the edge of what Schwab is calling the 4th Industrial Revolution – I am not 100% convinced by this. My skepticism rests on feeling that the claims are too grand and perhaps unsubstantiated: a bit like the dot com boom of the 90s – is there really any substance behind it? Like the dot com boom, and subsequent crash, my feeling is that there are certainly technologies emerging which are providing more diverse ways of getting things done. However, like the internet and the dot com boom, due to great social and technological inequalities, there will continue to be legacy systems and modes of practice in existence for some time to come, and rather than being a revolution that will eradicate what came before it, rather there will be complimentary ways of doing things offered, providing evermore proliferation of choice.

In this vein, and revisiting my own local history from my birth town of Sheffield, the first industrial revolution that took place there was largely instigated by what came to be known as “the Little Mesters”, as Griffiths explains:

“Between 1770 – 1850, Sheffield’s metal trades expanded prodigiously, predominantly in the areas of cutlery manufacture, silver plated goods and steel production. Industrial organisation in the metals industry during this period was generally small scale, the typical unit of production being the individual cutler in his (and occasionally her) workshop. Plating and steel production were larger operations but they still relied on small teams of skilled metal workers and bore little resemblance to the factories of the textile industry or the steel works of the later nineteenth-century”  … “independent cutlers and metal workers or small, usually family based, partnerships”.


The small teams of skilled metal workers, independent cutlers and small, family-based partnerships were the Little Mesters. The skills were based on rigorous apprenticeships grounded in technological knowledge and skills development learned through on the job training and experience side by side with master craftsmen (and sometimes women too).

This reminded me of several things in the context of the current discussion on innovation in schools and the 4th industrial revolution. Firstly, the high level technical skills being channeled into current technological innovation and advancement are based on artificial intelligence and machine learning, and the access of the masses to the use of such technology to the same degree as ever person’s access to knives and forks: the mobile phone sits on the dinner table by most meals too. Secondly, some schools are ramping up and empowering kids with the knowledge, know-how and resources to see what they can do with this stuff (Webb, 2018). Where schools are not delivering innovation labs or the right culture to do their bit to foster innovative potential among school age children, universities are now starting to fill the gaps and invite school age kids along to play anyway (Zaatari, 2018).


However, while some kids will no doubt rise to the challenge and do wonder, who will be left out? How can we make sure everyone is included? Does the future just belong to the bright and the privileged? I’m interested to see how the most underprivileged will be given access and advantage and expert mentorship as apprentices of the future of innovation that lies before us. How will you help all children to have their chance of becoming a Little Mester of the 4th Industrial Revolution?