The industrial economy is long gone in the UK, replaced instead by the knowledge economy, wherein more people work in front of a computer than on an assembly line. Unfortunately, the education system is still structured for the industrial age, and according to a BBC report, many school leavers lack essential workplace skills.

 

It’s not entirely the fault of teachers or even the school system as a whole. In fact, the national curriculum as outlined by the Department For Education prioritises maths, numeracy, and literacy. However, the biggest shortage of teachers in secondary schools is in maths and science. And with the culture of high-stakes standardised testing, many teachers focus their lesson plans on preparing students for tests — rather than preparing them for the modern workplace.

 

Here’s the thing: More than 65 percent of pupils entering primary schools will work technology-based jobs that don’t even exist yet. These jobs could be in nano- or biotechnology; artificial intelligence, machine learning or robotics; 3D printing or genetics. The truth is that we don’t know what the jobs will be. What we do know is that with the rapid acceleration of technology, educators need to figure out how to deliver a curriculum that prepares students for the jobs of the future.

 

While learning about technology has been hugely important, the benefit of computers and other digital technology in classrooms is up for debate. Perhaps more important than integrating digital technology into classrooms, is teaching students skills such as: collaboration, critical thinking, communication, creativity, and innovation, in addition to technology and media literacy, and interpersonal career skills.

 

The sad truth is that the current embattled school culture throughout Britain does little to support the development of such skills. Instead of feeling trusted and empowered to provide a high-quality education, many schools lack resources and teachers feel as though they have little control over what they teach in their classrooms. But in order to design curriculum that prepares pupils for the modern workforce, schools, teachers and school leaders need both the resources and the autonomy be innovative and creative themselves.

 

What we’re left wondering is how do we push past the governmental and bureaucratic inertia and do something truly innovative for Britain’s schools? Are we prepared for a cultural shift away from 20th century education to a 21st century curriculum that prepares students for the work they’ll do in the future?

 

Right now, the answers are unclear. However, the reality is that Britain’s schools are in trouble and piling on more tests and more pressure don’t seem to be doing the trick. But something has to change, if we want to prepare our youth for success in the modern world.

 

 

Hi, I’m Dr Ioan Rees; thank you for reading this article.

I work with smart, motivated leaders to help transform their organisations by building a high-performance culture that places trust, engagement and innovation at the centre.

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