Is our Education outdated?

 

 

Before the rise of formal education, most children were part of the workforce, contributing to agriculture, factories, and family trades. The First Industrial Revolution marked the beginning of mechanised industry, leading to increased demand for skilled laborers who could operate machinery, follow structured schedules, and maintain discipline in factories. However, child labour was rampant, and dangerous conditions sparked public concern. 

 

The Factory Acts (beginning in 1802) attempted to regulate child labor, but enforcement was weak. Education was not yet seen as a priority—children were workers first, learners second. Wealthier families could afford private tutors or apprenticeships, but for most, education was a luxury. 

 

 

By the time the Second Industrial Revolution emerged in the mid-19th century, politicians recognised that an educated workforce was crucial for maintaining industrial dominance. In 1869, policymakers expressed the need for mass education to sustain Britain's leadership in manufacturing. This led to the Elementary Education Act of 1870 (Forster’s Act), which aimed to pull children out of the workforce and into classrooms. 

 

However, many children still continued to work, as their wages were vital to family survival. Recognising this, in 1880, education became compulsory for children aged 5 to 10, forcing families to send their children to school. To fully enforce this, the government passed another Factory Act, making it illegal for businesses to employ school-age children. 

 

At this stage, education was not about broad intellectual growth, but rather training children for future jobs. The government opened industrial schools, where children learned shoemaking, tailoring, printing, and other trades, alongside basic academic subjects. The system was not designed to foster creativity or critical thinking—it was about preparing workers for the industrial economy. 

 

 

The Third Industrial Revolution (also known as the Digital Revolution) introduced computers, automation, and new technologies that reshaped the global economy. While the education system expanded, introducing secondary schooling and higher education, it largely remained rooted in the factory-style model. 

 

 

✅ 1950s–70s: Expansion of public education and the rise of standardised testing. 

✅ 1980s–90s: Increased focus on university education as a pathway to success. 

✅ 2000s: Emphasis on standardised curriculums and testing metrics, which often stifled creativity. 

 

Despite technological progress, education continued to prioritise conformity over innovation. Many students were left behind, particularly those who struggled with traditional teaching methods. 

 

 

We are now in the midst of the Fourth Industrial Revolution, driven by artificial intelligence, automation, and digital transformation. The nature of work is rapidly changing, requiring skills like adaptability, problem-solving, and technological literacy. Yet, the education system remains outdated, still relying on standardised tests, rigid curriculums, and outdated teaching methods. 

 

This approach fails to prepare students for the world they are entering, especially those with autism, ADHD, and other neurodivergent profiles. The rigid school system ignores diverse learning styles, punishes students for struggling with executive function challenges, and provides few real-world skills for an AI-driven future. 

 

 

The education system was designed for an industrial workforce, not for the digital age. To truly support all students, it must evolve to: 

✅ Prioritise flexible, student-centered learning. 

✅ Move away from standardisation and toward personalised education. 

✅ Support neurodivergent learners with adaptable teaching methods. 

✅ Embrace technology to make education more accessible and engaging.