Are Children Falling Behind or Is the Traditional Education System Outdated for the New World?

In recent times, experts have asserted that we must renounce the belief that schools are a result of logical necessity, instead, we should view such institutions as “products of history” (Gray, 2015). It is for this reason that the Powerbase Institute has conducted in-depth research on the current state of the education system to assess whether it is still an adequate process for preparing children for leadership in the new world.

The existing framework of the UK’s educational system has remained largely unchanged for centuries. The first major reform was the 1880 Education Act which made school attendance compulsory between the ages of 5 and 10 years old. Centuries later, it is becoming increasingly clear that traditional education is falling short in a more technologically advanced and globalised world.

In ancient times, teaching was mainly carried out by priests and prophets who generally only taught children of rich people, with a view of equipping the students to become leaders and businessmen taking after their fathers. In 1284, the Roman Catholic Church took over the training of children of nobility and some of these training institutes and colleges still exist, such as St. Peter’s college in Cambridge.

Our education system as we know it, was tailored to meet the demands of the Industrial Revolution which took place between the 18th and 19th centuries. Amidst the transition from a handicraft economy to one dominated by machine manufacturing, a system was needed to accommodate this evolution; leading to the birth of an education system that supplied workers with a fixed set of skills and knowledge. Children have since spent critical years of their lives in institutions that define boundaries around learning focused on IQ standards, where memory and repetition were the core skills celebrated; while play and discovery are stifled (which as the biological history of mankind shows, are fundamental to our continual development). 

Times have changed, and never has there been more doubt cast over the existing education system, than has recently been highlighted over the last 24 months. The vulnerabilities of the existing educational system have become more apparent especially due to the COVID-19 related restrictions. A 2020 report on “The Economic Impacts of Learning Losses” suggests that a return to the previous standard educational methods of 2019 (and anterior) can lead to further learning losses, subsequently, causing lasting economic impacts on students and nations. Such slow long-term growth may lead to nations facing a 1.5% lower annual GDP for the remainder of the century.

It has become increasingly obvious that the existing educational system is not adequately equipped to engage and teach this generation of tech savvy, rule breaking and progressive young people. As such, the opportunities to re-think and innovate education have never been greater. The combination of COVID-19 and the increased adoption of technology provides a stage to question whether this could be the genesis of reformation of education as we know it. 

Education is heavily reliant on the social environment wherein the learning activities can be carried out. The internet and the rapidly evolving world of social media have played a significant role in re-defining the social environment of this generation. In an age where children spend most of their time on digital devices, it has become clear that most of the active engagement of the average youth occurs on the internet and usually through social media. This primary shift in socialisation drives a need to re-think the requirement for students to physically attend all classes. With the advent of software platforms like Microsoft Teams or Zoom and more recently the increased awareness of the Metaverse, the classrooms are able to evolve from physical spaces into digital spaces.

Experts at the Institute for the Future (IFTF) had predicted in 2017, that a staggering 85% of jobs in 2030 had not yet been invented. However, following an in-depth review of the existing curriculums for schools in the UK, it is clear that the bulk of students graduating are not fully prepared nor equipped for the future world awaiting them. 

Based on the factors of job readiness, tech competency and creation of long-term economic value, according to the World Economic Forum, “34% of students believe that their schools are not preparing them for success in the job market”. The World Economic Forum’s Future jobs report also stresses that to have any form of income, 40% of nursery-age children in school today will need to be self-employed. Hence it is pivotal that students are adequately prepared for jobs that are yet to be created and equipped to become entrepreneurs of tomorrow's society. 

The lack of emphasis on entrepreneurship creates a void in the future workforce. Training in entrepreneurship will provide students with the aptitude for problem solving which can encourage innovation and drive the growth of small to medium sized enterprises, further strengthening the future economy of the country.

With this, we believe that there isn’t sufficient focus on technology in schools, despite the ubiquitous nature of technology in the existing world of work. 

Chris Rothwell (Director of Education at Microsoft UK) believes a teacher’s role today is vital, as “the next generation must be prepared with confidence, skills and a lifelong learning mindset” in order to succeed within the rapidly changing world. However, research conducted by Microsoft revealed that 52% of teachers still use analogue equipment and 54% of students lack access to devices such as laptops. Furthermore, information about future financial systems is scarce, and so children are not being adequately informed about money as a tool for survival and creativity especially in a digital world. 

COVID-19 served as a timely reminder that our current educational system requires modification. Some of this research, on the other hand, reveals that the problems started long before the pandemic. Since our educational system is built on conventional concepts, it is plausible to argue that some children are falling behind because of obsolete components of the system. 

Therefore, we pose the following question: is it possible to continue with our regular schooling routine or are we clinging onto a system that is in fact broken and in need of adjustment? 

To combat the side effects of the aforementioned impacts on children, the Powerbase Institute aims to provide essential support and guidance to students, being one of the key objectives of our recently launched Young Genius Programme. Fellows of the Young Genius Programme (otherwise known as architects of the future) are empowered with the creative capacity and vision to function as catalysts for change. This programme is tailored for young people with the aptitude for becoming critical influencers, thought leaders, industry leaders, and voices of authority. 

Schools would benefit from the support of organisations like the Powerbase Institute, as students on our programme are offered a dynamic blend of learning; from technology, finance, art, culture, politics and statesmanship, all which are critical as we equip them for the future.

Authors:

• Ashley Straker - Education Correspondent

• Daniela Oliveira – Government & Finance Correspondent

References:

1. Gray, P., 2015. A Brief History of Education. [online] Education News. Available at: <https://www.educationviews.org/history-education/> 

2.  Krishnan, K., 2020. Our education system is losing relevance. Here's how to update it. [online] World Economic Forum. Available at: <https://www.weforum.org/agenda/2020/04/our-education-system-is-losing-relevance-heres-how-to-update-it/> 

3.  Hanushek, E. and Woessmann, L., 2020. The Economic Impacts of Learning Losses. [online] Oecd.org. Available at: <https://www.oecd.org/education/The-economic-impacts-of-coronavirus-covid-19-learning-losses.pdf> 

4. Takrouri, S., 2021. U.S. Education: An Outdated System - Students 4 Social Change. [online] Students 4 Social Change. Available at: <https://students4sc.org/2020/08/26/u-s-education-an-outdated-system/> 

5. World Economic Forum, 2020. The Future of Jobs Report. [online] <https://www3.weforum.org/docs/WEF_Future_of_Jobs_2020.pdf>

6. Microsoft, 2019. Youngsters risk leaving school unprepared for workplace, Microsoft research reveals.[online] <https://news.microsoft.com/en-gb/2019/01/23/youngsters-risk-leaving-school-unprepared-for-workplace-microsoft-research-reveals/>