The report focuses on the fundamental questions that influence our ability to learn and highlights the opportunity for Australia to transform its practices related to learning, with the aim of enhancing life-long learning outcomes for all Australians.

It also uses science to challenge a number of commonly held beliefs about how the brain functions, learns and ages. 

The central recommendation of the report is the establishment of a Science of Learning Program, to be delivered through a number of interdisciplinary and inter-professional Science of Learning Centres.

Further detail on the Science of Learning Program can be found in the short  impact statement.  Click here to download the statement.

In describing the Science of Learning Centres, Australia’s Chief Scientist, Professor Penny D Sackett said “the Centres would have a transformational impact on learning by advancing the scientific understanding of effective learning techniques; generating knowledge to inform education policy and practice; and by testing innovative approaches in real world environments to maximise learning outcomes.

“It is expected that the research findings from these Centres could lead to improvements in equity, educational practice and practitioner development.  All of which, should narrow the achievement gap and maximise Australia’s economic productivity.

“By adopting the recommendation from the report to establish Science of Learning Centres, we can deliver a society of effective life-long learners who have the ability to engage in the rapidly developing knowledge society that is the global future.”

The Centres, if established, would cover Australia geographically and socio-economically; and would build on the work already being conducted across Australia by Departments of Education, researchers and other educational groups. 

It is also expected that input into the Centres would be harnessed from parents, carers, learners, community leaders, formal and informal educators, and researchers from different disciplines.

Click here to download a copy of the full report.

Speaking at a recent meeting of the Prime Minister’s Science Engineering and Innovation Council, Professor Sackett used the opportunity to remind members of the significance of the foresight process.

“Though we may be bound by the finite nature of Earth, we must not be bound in our thinking about science and innovation,” Professor Sackett said.

Under the current model, experts are brought together as a foresight cluster to determine potential futures for Australia that lie 10 to 50 years ahead and the underlying causes for them.

From there, expert working groups are formed to prepare reports on what needs to be done to steer us towards (or avoid) those possibilities.

The Australian foresight model has garnered much international, national and local interest in its ability to help plan effectively for futures.

“Our model serves to provide resilience and readiness in the face of the uncertain and to inform policy,” Professor Sackett said.

One unique aspect of the PMSEIC model is the engagement of young Australians in the foresighting process.

In 2009, 11 delegates, ranging from 19 to 24 years old, were bought together to brainstorm potential futures and ways Australia might reach them.

The delegates represented a broad range of fields including economics, sustainability, health, productivity, rural interests and the indigenous community.

“Active engagement of youth is an important part of our foresighting model, since in most cases, it is the youth of today that will be affected most by our decisions now,” Professor Sackett said.

Download the speech here

Download the slides here

Download the outcomes of the youth brainstorming here

Click here to view the interview.

Click here to access the report Professor Sackett discussed during the interview, titled Transforming Learning and the Transmission of Knowledge.

The main report that was presented was titled, ‘Transforming Learning and the Transmission of Knowledge: Preparing a learning society for the Future’ which uses science to challenge a number of commonly held beliefs about how the brain functions, learns and ages.  These include: 

• ‘No new nerve cells can be made in the brain after birth, especially not in a mature or older adult’ - This is incorrect. The number of nerve cells is largely complete by the first few years of life.  However, the brains of the majority of older people contain virtually the same number of neurons as that found in a young adult.  Furthermore, it is now clear that new nerve cells are made throughout life in regions of the brain associated with learning and memory.
• ‘Men and women learn differently because they have different types of brains’ - This is incorrect.  Sex hormones do affect certain brain characteristics like the size and number of certain types of nerve cells.  However, there are no studies that show any basic differences in the mechanisms underlying learning and memory.
• ‘You can learn in your sleep’ - This may be half-true.  Learning of new material probably doesn’t occur during sleep.  However, periods of sleep or restfulness may allow memories to be replayed.  Such replay can help to strengthen the memories.
• ‘There are critical periods when certain types of learning must occur’ - This is half-true.  There are periods when learning skills like language are ‘easier’. However, the brain maintains its ability to make new connections and memories throughout life. This means that learning any sort of skill is possible at any age.  For instance, language acquisition is possible even in old age, although it may be slower and more difficult. 
• ‘Use it or lose it’ - This old adage appears to be largely correct.  The connections between nerve cells in the brain (synapses) that store memory are dependent on constant reinforcement.  Continually providing stimulus through exploration or gaining new knowledge appears to be vital for maintaining maximum mental functioning.

As a separate agenda item, ideas were also discussed in the broad sphere of the National Health, Wellbeing and Security of Australia, with the goal of identifying some of the most transformational futures in this domain as candidates for future PMSEIC reports.

I encourage you to take a look at a copy of the ‘Transforming Learning and the Transmission of Knowledge’ report that was very well received at this meeting, which can be accessed via the PMSEIC website. 

You can also view my appearance on last night’s episode of Lateline, where I discussed this report in addition to other topical issues of science.

Penny

The Executive Officer of PMSEIC, Professor Penny Sackett, Chief Scientist for Australia, said that the report highlights the opportunity for Australia to transform its practices related to learning, with the aim of enhancing life-long learning outcomes for all Australians.

“The report contains as its central recommendation the establishment of a Science of Learning Program, to be delivered through a number of interdisciplinary and inter-professional Science of Learning Centres.

“The Centres would have a transformational impact on learning by advancing the scientific understanding of effective learning techniques; generating knowledge to inform education policy and practice; and by testing innovative approaches in real world environments to maximise learning outcomes.

“It is expected that the research findings from these Centres could lead to improvements in equity, educational practice and practitioner development.  All of which, should narrow the achievement gap and maximise Australia’s economic productivity, Professor Sackett said.

The Centres, if established, would cover Australia geographically and socio-economically; and would build on the work already being conducted across Australia by Departments of Education, researchers and other educational groups. 

It is also expected that input into the Centres would be harnessed from parents, carers, learners, community leaders, formal and informal educators, and researchers from different disciplines.

“By adopting the recommendation from the report to establish Science of Learning Centres, we can deliver a society of effective life-long learners who have the ability to engage in the rapidly developing knowledge society that is the global future,“ Professor Sackett concluded.

A copy of the full report and an impact statement can be found on the PMSEIC website

For more information on the Chief Scientist for Australia, Professor Penny Sackett, please visit www.chiefscientist.gov.au.

Click here to download media release

Now more than ever we must support scientific effort that is global, collaborative and innovative to deliver a sustainable and prosperous society. Given the complexity of challenges that we face, achieving this sustainability and prosperity is not to be underestimated. ‘Wicked’ challenges, such as mitigation and adaptation to climate change, mean that if we are to make good decisions, we must gather sufficient scientific evidence from all areas of science to inform future policies and provide effective technological and social solutions. We need to plan today to ensure a sustainable tomorrow.

The Australian Prime Minister’s Science, Engineering and Innovation Council (PMSEIC) has chosen to take on this challenge through the use of foresighting in order to develop new approaches to support knowledge generation, health and wellbeing, sustainability, and economic and social development. A formal model has been adopted to “look over the horizon” in order to examine possible transformational futures (5 to 50 years hence) that Australia may face, and then identify ways in which science and innovation may assist in meeting them wisely. The goal is to support long-term, whole-of-government evidence-based policy development.

To assist in implementing this model, four groups called Thematic Foresighting Clusters (TFCs) have been established to assist PMSEIC in providing this strategic advice to Government. The groups consist of broad thinkers who take a strategic and continuous, longer-term view of the key economic and social challenges facing Australia. The four broad foresighting themes for these new clusters are:

1. Climate Change, Energy, Water and Environment: Impact on Australia;

2. Science as an Engine for Innovation in Commerce, Industry and the Arts;

3. National Health, Wellbeing and Security; and

4. Knowledge Generation, Skills and Perception in a Global World.

These themes lie at the intersection of Government portfolios and across traditional disciplines of research, and in many cases involve social challenges resistant to conventional approaches to solving them. Interdisciplinary collaboration, across scientific boundaries and including the Social Sciences, the Arts and Industry, is a natural route to identifying breakthrough solutions to challenges posed in these themes. Hence a range of expertise is sought in cluster members.

The clusters identify potential opportunities and challenges, mapping out gaps in our knowledge required to meet them to assist with supporting, mitigating or adapting to these. Specific topics generated by the gaps in knowledge identified by the clusters are chosen by PMSEIC for further assessment and complete reports. A larger team of experts then develop and suggest possible pathways to fill the gaps in knowledge, producing a scientific report that is presented to PMSEIC. The reports include recommendations for the near term future that will put Australia on the path to the preferred long-term future(s) articulated in the foresighting process.

The outcome of these efforts is the provision of timely, evidence-based advice to Government, enabling them to make decisions today that will ensure sustainable development tomorrow.

PRESENTATION SLIDES – Australia’s foresighting activities: Planning today for a sustainable tomorrow

The Fourth World Science Forum will focus on “Knowledge and Future,” and will be a global platform where scientists and science policy makers can discuss global issues and possible solutions.  Attending will be many of my international counterparts,  and leading scientists in their respective fields from around the globe.

I have been invited to make two presentations at the Forum, one on Women in Science and the other on Australia’s foresight activities and the Prime Minister’s Science, Engineering and Innovation Council.  After I have delivered these speeches, you will be able to find them under the media section on this site. 

The forum will also provide me with a chance to meet individually with key international scientists and science policy makers.  These meetings have the dual purpose of advancing the interests of Australian Science internationally and developing the relevant networks that enable me to provide the most up-to-date and scientifically robust advice to the Australian Government.  

Some of the people I will be meeting with in Budapest include:

• Chuan Poh Lim, Chairman, Agency for Science Technology and Research , Singapore;
• Vaughan Tureikian, Chief International Officer for the American Association for the Advancement of Science ; and
• Dong Pil-Min, Chairman, Korea Research Council of Fundamental Science and Technology .

Following the World Science Forum, I will travel to China for a few days to visit a number of leading research institutes including the National Centre for Nanoscience and Technology , the Institute of Biophysics , and the Guangzhou Institute of Energy Conversion .  I will also meet with Professor Tan Tieniu, the Deputy Secretary General of the Chinese Academy of Science.

While I am overseas, my office will continue preparations for the next meeting of the Prime Minister’s Science, Engineering and Innovation Council, which will take place on 2 December 2009.  At that meeting an expert report will be delivered to the Prime Minister and other Council members on science that has the potential to transform learning and the transmission of knowledge.

I will check back in after I return from my overseas travel.  Until then, keep exploring the site.