“The Awkward Questions in Education”

The topics at a glance

What makes a good school, and how do we measure that?

“In this chapter, the question of what truly defines a “good school” is examined from various perspectives. The chapter opens by challenging the traditional metrics used to assess schools—standardised test scores, league tables, and inspections—arguing that these measures offer a limited view of success. The chapter emphasises that a school’s true value lies in its ability to nurture individual students, foster inclusivity, and prepare them for a future that is rapidly changing. It engages educators, parents, and policymakers in a conversation about the need to redefine success, moving beyond conformity to embrace a more holistic approach. The chapter invites readers to consider how schools can balance academic achievement with wellbeing, creativity, and the skills required for life in the 21st century.”

The shifting need for skills vs. current curriculum offers.

“This chapter dives into the ongoing debate around whether the current school curriculum is adequately preparing students for the demands of the future workforce. It examines the tension between a traditional curriculum focused on content and standardised testing, versus the growing need for soft skills like communication, adaptability, teamwork, and critical thinking. Drawing on historical context and contemporary examples, it discusses the mismatch between traditional educational approaches and the rapidly changing skill sets required by modern industries. The chapter calls for an evolution of the curriculum that not only maintains core academic knowledge but also embraces the “power skills” that will empower students to thrive in an unpredictable and increasingly technology-driven world.”

When it comes to system growth are leadership always putting the children first?

“This chapter critically examines the motivations and outcomes surrounding system growth in education, particularly focusing on the English Academy system, but also looking beyond. It discusses how system growth, while intended to improve educational quality and resource allocation, can sometimes be driven by financial incentives, political motives, or administrative autonomy, rather than what’s fundamentally best for the students. It explores the expansion of Multi-Academy Trusts (MATs) and the shift from Local Authority control, highlighting both the opportunities and challenges this presents. By posing the provocative question of whether leadership decisions truly prioritise children’s needs, it encourages stakeholders to reflect on how policies and system changes affect the core mission of education—ensuring every child has access to high-quality learning environments.”

Does AI change the role of the teacher?

“This chapter explores how the advent of artificial intelligence is reshaping the role of teachers in education. With the rise of AI tools, from ChatGPT to various automated systems, teachers are finding new ways to integrate these technologies into their classrooms. It delves into both the opportunities and challenges AI presents—such as reducing workload through AI-driven lesson planning, offering personalised learning pathways, and addressing administrative burdens. However, the chapter also highlights concerns about AI’s potential to replace human connection, personal guidance, and the essential role of teachers as mentors and facilitators. Through perspectives from educators around the world, the chapter emphasises that while AI can be a valuable tool, it cannot replace the emotional and interpersonal elements of teaching that are vital for student success.”

Improving attendance in education – do we need more and different “spaces”?

“This chapter confronts the pressing issue of student attendance, which has steadily declined in the post-pandemic era. While attendance is critical for ensuring a continuous learning journey, the causes of absenteeism are complex and multi-faceted. It examines factors such as social, emotional, and mental health (SEMH) issues, anxiety, and changes in parental attitudes, alongside broader challenges such as school capacity, suitability and resource limitations. The chapter also suggests that rethinking the physical and curricular “spaces” in schools may hold part of the key to improving attendance. By creating more engaging, inclusive environments that cater to diverse student needs, schools may find ways to bring students back to the classroom. It emphasises that improving attendance requires addressing not only the educational system but also societal factors that contribute to student and parent disengagement.”

Is the future of education going to become hybrid or online?

“This chapter explores the evolving role of hybrid and online education spurred by the COVID-19 pandemic. The chapter delves into the potential of a blended learning model, combining in-person and virtual elements to offer greater flexibility and accessibility. It considers the benefits of online education, including cost-effectiveness, increased accessibility for geographically remote or underserved populations, and the potential to personalise learning based on individual student needs. However, it also addresses the challenges, such as digital equity, maintaining student engagement, and ensuring that technology complements rather than replaces critical human interaction. The chapter ultimately raises the question of whether, as teacher shortages grow and student needs evolve, we may be pushed toward more hybrid solutions.”

Recruitment and retention – do we undersell the profession?

“This chapter unpicks one of the most urgent challenges facing education today: the recruitment and retention of teachers. It explores the systemic issues that have led to widespread teacher shortages, focusing on factors such as overwork, level of pay, and the profession’s declining public image. He argues that a multi-pronged approach is needed to resolve the crisis, including better compensation, improved working conditions, and a national campaign to elevate the status of teachers. By addressing these issues, it believes education can become a more attractive career path, capable of retaining talented educators and drawing in new recruits. The chapter offers both a critical look at current policies and practical solutions to ensure a sustainable teaching workforce for the future.”

Why can’t we have a long-term plan for education?

“This chapter examines why long-term planning in education remains elusive, particularly in the face of frequent political changes. It argues that the short-term focus of many educational reforms often leads to disruption, as each new administration introduces its own policies. It advocates for a non-partisan, independent body that can oversee education policy with a long-term perspective. The chapter also highlights the need for stable, multi-year funding to allow for better and more sustainable planning, resource allocation and, linked to funding levels, support teacher retention. Focusing on consistent long-term planning the chapter highlights that schools could avoid the instability caused by shifting political priorities, ultimately ensuring a more robust and sustainable education system that meets the evolving needs of students.”

The barriers to growth in our education systems (are they within)?

“This chapter explores the internal and external barriers that impede the growth and evolution of education systems. It highlights how political, bureaucratic, and systemic resistance to change often stifles innovation and growth. Drawing on the concept of a “growth mindset,” it emphasises the need for a collective willingness to adapt and evolve to meet the needs of students in a rapidly changing world.

“The chapter breaks down the specific challenges to growth, such as fear of change, underfunding, and a lack of long-term vision, and also argues that addressing these barriers requires a shift in how leaders view education—not as a static system, but as a dynamic and evolving ecosystem. Additionally, the chapter questions whether current assessment models and resource allocation strategies truly serve the needs of modern learners, advocating for a more inclusive and equitable approach.

“Through international examples and reflections, the chapter encourages education stakeholders to reconsider the current structures and policies that prevent meaningful growth, ultimately advocating for a system that is responsive, flexible, and future-ready.”