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One of the thinking moves that we hope our students will confidently engage with is centred around the disposition of uncovering complexity. As we endeavour to shift our students towards a deeper understanding, the capacity to uncover complexity is a vital step. However, the ability to uncover complexity is itself complex and an excellent example of a skill that is best achieved when considered as a disposition. 

This unavoidable and irreducible complexity means that schools are challenging place to study, to understand and to manage change within. Even for the teacher who spends everyday inside the school there is so much going on that unguided observations and the plans based upon them come with no guarantee of success. - We need a lens and a lever to manage this complexity. -  Such a lens is offered by the 'cultural forces'.

"a shared close reading of a complex text in which students propose emerging understandings, supported by textual evidence, with occasional reminders and re-direction by teacher-facilitators."

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The intent of the H.264/AVC project was to create a standard capable of providing good video quality at substantially lower bit rates than previous standards (e.g. half or less the bit rate of MPEG-2, H.263, or MPEG-4 Part 2), without increasing the complexity of design so much that it would be impractical or excessively expensive to implement. An additional goal was to provide enough flexibility to allow the standard to be applied to a wide variety of applications on a wide variety of networks and systems, including low and high bit rates, low and high resolution video, broadcast, DVD storage, RTP/IP packet networks, and ITU-T multimedia telephony systems.

The intent of the H.264/AVC project was to create a standard capable of providing good video quality at substantially lower bit rates than previous standards (e.g. half or less the bit rate of MPEG-2, H.263, or MPEG-4 Part 2).

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For educators, parents and learners Carol Dweck's research on the benefits of a Growth Mindset is naturally appealing. Those who have a growth mindset achieve better results than those who don't, are more resilient and accept challenge willingly. After two years of incorporating a growth mindset philosophy we are finding that the reality of shifting a student's disposition away from a fixed mindset and then maintaining a growth mindset is significantly more complex than at first imagined.

In these times of Volatility, Uncertainty, Complexity and Ambiguity (VUCA), in this Post Truth era, what do our children most need from their education? How do we best prepare them for their future?

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True Migration is a specialist immigration consultancy established in 2003. We provide expert immigration advice and guidance on complex immigration matters. link: https://truemigration.com

Qutub Minar is an iconic building which spells out the story of Delhi similar no another. It paperwork character of the Qutub Complex including the Quwwat-ul-Islam Mosque, Alai Darwaza, Alai Minar, Madrasa and Tomb, Iron Pillar, Tomb of Imam Zamin, Sanderson's Sundial and Major Smith's Cupola. The greatest stone tower in the general is supposed to be created at the efforts of Minaret of Jam in Afghanistan. Located in Mehrauli the antique history magazine of Delhi, the exclusive locality is beside the venue for each year three-day Qutub Festival equipment of artists, artists, and actresses.

 If the young people of today are to thrive beyond the walls of the classroom they will need to be able to cope with a world characterised by volatility, uncertainty, complexity and ambiguity. The children of todays Kindergarten will enter the workplace in the fourth-decade of the 21st Century. We debate the merits of teaching 21st Century Skills and what they might be while teaching children who have lived their entire lives in that very century. The challenge is how will schools and individual teachers respond to this drive for urgent change.

We live in a time of chaos, complexity and contradiction. (Sardar, 2010 [1]) Where rapid changes and transformations through technology, politics, globalisation and the climate, conspire against normality (Friedman, 2016 [2]) These times demand a fresh approach to education, one that provides learners with the thinking dispositions they need to turn challenges into opportunities, to connect their learning to their passions and emerge from their years of formal education as self-navigating life-long learners. 

Starting an e-commerce store is not a complex thing anymore. All you have to do is follow some speck before taking any major step.

We are living in interesting, frightening and rapidly changing times. Where rapid changes and transformations through technology, politics, globalisation and the climate, conspire against normality. These times demand a fresh approach to education, one that provides learners with the thinking dispositions they need to turn challenges into opportunities.  "All that was 'normal' has now evaporated; we have entered postnormal times, the in-between period where old orthodoxies are dying, new ones have not yet emerged, and nothing really makes sense." But what thinking might guide us through this time of volatility, uncertainty, complexity and ambiguity?

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This much-maligned question seems so appropriate for education's recent history. All that was normal, everything that was routine, all of our structures, have been turned upside down and hurled into the wind of COVID19. From having spoken of a future dominated by volatility, uncertainty, complexity and ambiguity (VUCA), we have found ourselves living in it. Innovation and creativity became the new normal as we "Apollo 13" schooling into a model that met the demands of emergency remote learning. The pressure, the workload, the demands on our time and the cognitive load have all been immense, and so it seems fitting to ask "Are we there yet?".

"Nothing in this world can take the place of persistence. Talent will not; nothing is more common than unsuccessful men with talent. Genius will not; unrewarded genius is almost a proverb. Education will not; the world is full of educated derelicts. Persistence and determination alone are omnipotent. The slogan Press On! has solved and always will solve the problems of the human race." ― Calvin Coolidge Growing up, I had a copy of this quote on my wall. It is one of those things that stuck with me over the years. For a long time I might not have truly appreciated its wisdom. Now as a teacher in times of volatility, uncertainty, complexity and ambiguity, its significance seems to have grown. When we can instantaneous consumers of the all of the worlds information, as we access anything and everything at the speed of light, how do we learn the value of persistence?

often think in metaphors. They help me to clarify and communicate my thinking. A metaphor can make a complex idea accessible and comprehensible. They invite understanding and are a useful catalyst for conversation. A metaphor can be made even more powerful when it is combined with a practical demonstration. One metaphor I like to share with colleagues revolves around the impact that we might have as teachers. - A guest post by Stellina Sim

NASA's Space Launch System rocket carrying the Orion spacecraft launches on the Artemis I flight test, Wednesday, Nov. 16, 2022, from Launch Complex 39B at NASA's Kennedy Space Center in Florida. NASA's Artemis I mission is the first integrated flight test of the agency's deep space exploration systems: the Orion spacecraft, Space Launch System (SLS) rocket, and ground systems. SLS and Orion launched at 1:47am ET from Launch Pad 39B at the Kennedy Space Center. Credits: NASA/Bill Ingalls