Abstract
ABSTRACT Educating today for the world of tomorrow requires executives and school leaders with ideas about what the future might entail. How do executives and school leaders in Dutch primary education imagine this future? In our empirical study of 17 educational organizations we asked how they saw future trends and what they were doing to either prepare pupils for them or perhaps even attempt to somehow influence their course. Our results show that although all participants stated that future-oriented education was important, their weekly logged activities showed that most were more taken up by current priorities than by seeking to participate in social innovation and help create the conditions in which societal priorities could be anticipated or mitigated.
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