On the cusp of change

Fixed or in flux?

As an activist or campaigner in the English education system you can operate from one of two starting points. In position ‘a’ the education system is relatively fixed, you view this era of education as being the era and one that is here to stay for the foreseeable future whether you like it or not. You focus, as a result, on securing small wins and tweaks to the existing system; the aim is to make it less bad. What if, however, in taking this fatalistic view, you were missing something major, what if the education system was not as fixed as it appears to be? What if it were on the cusp of change? This is position ‘b’, and it is fundamentally different starting position, an outlook from which the focus of your campaigning efforts would need to change considerably.

The analysis we present here, puts us in position ‘b’. We, like Brighouse and Waters (cited above), believe that a new era of education is about to arrive. We are, to paraphrase Zachary Stein, in a time between education worlds.¹ It is in recognition of this that we call – elsewhere in this collection – on our colleagues to adopt ‘First Mate Environmentalism’² as a guiding principle in the design and delivery of their campaign and advocacy work. In this essay we highlight the signs that show us that we are on the cusp of change – England is headed for a third great era of post-WWII education.

Five signs of change

(the climate and ecological crisis isn’t one of them)

The climate and ecological crisis has advanced to a critical point. We are, potentially, on the brink of ecological, societal, and economic collapse – it could happen, in England, within the lifetime of today’s primary school pupils.

Our social, cultural, and economic leaders are slowly waking up to this, but too slowly. The systems that shape our lives remain profoundly ill-equipped to mitigate, cope with, or adapt to what is coming. They are vulnerable, they need to be transformed. We find ourselves, as Naomi Klein³ puts it, in a moment where ‘there are no non-radical options left before us’; we are going to ‘change or be changed’. If we are to change before we are changed, transformation of the education system is essential.

This is not a fringe view in the environmental sector, recognition of the need for radical systems change – in education and beyond – is accelerating and will continue to. However, in the mainstream of the education sector, the need for radical systems change – purely for the sake of people and planet – remains a fringe view. The majority of teachers, students, parents, governors, policymakers, and multiple other stakeholders have not fully woken up to the seriousness of the crisis.⁴

Even the most progressive education voices give scant coverage to the climate and ecological crisis in their speeches and writing. If they cite it as a reason why the education system needs to change, it is tacked onto a long list of future threats, and rarely – if ever – covered in any depth. The impotence of the Department for Education’s Sustainability and Climate Change Strategy⁵ - which Lynda Dunlop and Lizzie Rushton astutely argue ‘runs the risk of becoming a placebo for policy’⁶ - is, perhaps, a consequence (or reflection) of this.

So, while we* might think that the deepening climate and ecological crisis is a key reason why the education system should and will evolve into a new era, we are not claiming that the climate and ecological crisis is a major driving factor of the systemic change that is about to happen. It is a blunt oversimplification to say it but, the education system would have likely reached this inflection point with or without the climate and ecological crisis. This essay explores why.

Perhaps controversially then, while we see the ever more tangible climate and ecological crisis as a symptom of a deeper crisis that strongly suggests we are in Zachary Stein’s time between worlds, we do not see the climate and ecological crisis as a key sign that we are on the cusp of change in the education system in England.** For us, there are four far more immediate signs of change that are observable on the surface, and a fifth that needs more unpacking (but is absolutely key). We discuss all five here, but recognise that there are likely more to be identified.

* 'We’ appears twice in this sentence, in both cases the ‘we’ is Global Action Plan (though we know many colleagues in the environmental sector who feel broadly the same).

**When the next world emerges everything will have changed, including the education system on one comparatively small country. What we are examining here is the change that is happening in the English education system while we are in the time between worlds, because the time between worlds is likely to significantly outlast the time between education worlds.

i. The education system is failing

The centralisation, managerialism, and markets era is falling apart (and not just in the education system⁷). Its multiple failings are becoming too obvious to deny, and too broad to write off as single-issue anomalies in an otherwise well-functioning system. As this era collapses, we are witnessing a doubling-down by Government on policies of centralisation and top-down control. Teacher morale is in decline⁸, persistent absence levels are worryingly high⁹, and commentators are asking searching questions about what function our schools actually serve: ‘‘it is time to decide whether schools are the front line of children’s services, or whether they are specialists in education.”¹⁰ The English education system is staggering on, but it is fragmented, chaotic, and riddled with crises. It seems – like the wider economic system it is embedded in – to be disintegrating under the weight of its own internal contradictions.

ii. Doubt and disillusion reigns (again)

Crises breed discontent. In interviews promoting their book ‘About Our Schools’ Sir Tim Brighouse and Mick Waters repeatedly argued that the education system (in England) is ‘on the cusp of change’.^11,12,13 In an interview with the Guardian’s Fiona Millar, Brighouse said this:

“Today feels like 1976 when Callaghan made his [Ruskin] speech. It took time, but change came in the end and this moment feels very similar, so even if it takes five to 10 years, we will have been happy to give these ideas a push and contributed to that.”¹⁴

The changes that happened in the late 1970s and 1980s to create the current markets, centralisation and managerialism age of education were preceded by a distinct period of doubt and disillusion. The then Prime Minister, James Callaghan’s, ‘Ruskin speech’¹⁵ recognised this, it was the Government acknowledging the need for action, action that led to the era-defining systemic change that followed.

As the current system falls apart, doubt and disillusion once again reign. The pages of education sector press and much of the mainstream media are reporting examples of failure, despondency, frustration, controversy, and crisis on an almost daily basis. Added to this are the damning reports and reviews of various official and unofficial commissions. A modern day ‘Ruskin speech’ moment has not yet arrived, but it feels imminent.

For some, the swelling of doubt and disillusion is evidence enough that we are on the cusp of change. However, to be sure that change is coming, we need more evidence. What are the other tell-tale signs that change is coming?

iii. The rise and rise of EdTech 

The rise of Education Technology (EdTech) has been rapid. It advanced dramatically during the lockdowns of the Covid-19 pandemic, but its growth was already well underway. EdTech is a multifaceted and varied sector, it includes everything from the interactive whiteboards and monitoring apps that are now almost ubiquitous in UK schools, to the use of AI and Virtual Reality to revolutionise learning and assessment. The EdTech market has grown and looks set to grow at an extraordinary pace.

The UK’s EdTech Industry is estimated to be over £3.4 billion and one of the fastest growing in Europe¹⁶. As with all tools, its impact on the shape of the new education era will be determined by those who design and operate the tools. Within the existing markets, centralisation and managerialism paradigm EdTech has the potential to exacerbate existing trends. However, EdTech can, and already is, showing us how learning can be better tailored, rather than standardised, and an enabler of hybrid, or blended, learning where students can learn part time at school, part time at home.¹⁷ Whatever form the new era of education takes, for better or worse, EdTech will be prominent. Its rise – and enthusiasm for it from teachers¹⁸ – is a clear sign that change is coming.

   
iv.    Believable, enticing, alternative visions are emerging 

Those pushing for change are up against powerful actors who will fight to stave off change for as long as possible. The education system in England will not transform without some strong encouragement and – critically – the prospect of a believable and exciting alternative future (hence the need to advocate, campaign, and inspire). 

In the late 1970s / early 1980s, in that historical moment – the interregnum between the two great post-WWII eras of formal education – many proposals and ideas on what the education system should become were being aired. This is once again the case. The sector is awash with books, reports, and speeches on the future(s) of education. The current malaise encourages thinkers, activists, and institutions to put forward their visions.^{19,20,21,22,23,24,25} Global Action Plan is not immune to this temptation, as part of this collection we offer a provocative vision of a ‘three thirds’ education system²⁶ that is lightly instrumentalised, greatly decentralised, and immeasurably more of the people, and by the people.

The proposals being made are not all hypothetical either; education systems are changing all over the world, England, in fact, has three education systems on its doorstep – in Northern Ireland, Scotland, and Wales – that are notably different in how they develop curriculum, pedagogy, and assessment, and in how they hold schools accountable.

If all were well with education in England, alternative proposals would be fewer in number and education systems across the UK would have more similarities. The divergence of Wales and Scotland from England and the emergence of so many proposals – provocative or otherwise – is a sign that things may be about to change. 

However, as hope-fuelling and inspiring as emerging visions of a new education system can be, there is no question that we are living through a foreboding time. Other visions – less appealing and EdTech charged – are emerging too; the spectre of authoritarianism, and what that means for education, is alarming. 

But, in this darkest hour, we also see a society that is developing an appetite for decentralisation and deliberative democracy.²⁷,²⁸ The social anarchist Left is providing a growing challenge to the fascist Far Right as mainstream politics departs painfully from the Centre ground. As the appetite for social anarchism grows and accelerates, it could²⁹ – and in our view likely will – give birth to an entirely new era in the English education system. 

The emergence of a politics of decentralisation³⁰ and deliberative democracy³¹ is going under the radar somewhat, it doesn’t excite the tabloids or broadsheets in the same way as the reactionary, right wing politics that grab the headlines. But the emergence is real and is part of the fifth and vital sign that things are about to change. It is a phenomenon underpinned by a paradigm shift we believe is in motion and powerful enough – in combination with EdTech – to trigger an era defining change in how the education system operates. 

We unpack this paradigm shift in detail here, it is emerging because prominent people in society, business, and policymaking, are starting to answer ‘no’ to a question that, for a long time, has been answered with a ‘yes’: do we live in a selfish world?  

v.    Do we live in a selfish world? 

In this section, we chart the evolution of a key paradigm shift. It is, we believe, underway and profound enough to facilitate an era-defining systemic change in education and society. The paradigm shift in question relates to the breakthroughs being made in how human nature is understood. It asks the question: ‘do we live in a selfish world?’ and instead of answering ‘yes’, it answers ‘no’ (or, at the very least, ‘not as much as you might think’). That an increasing number of people, including academics, campaigners, politicians and think tanks are engaging in this question is key. It is a sign that change is on its way, and it hints at what might be coming.  

The demise of New Public Management

Devolving power over the education system in the ways we propose elsewhere in this collection³² would be momentous, a genuine transformation. At the heart any decision to devolve power is trust. As a society, we would be placing enormous faith in citizens assemblies, communities, teachers, and students, while at the same time stripping significant powers away from Government ministers, the Department for Education, and the leaders of large Multi Academy Trusts. The Government would be choosing to do the same thing; they would be agreeing to decentralise decision making; using their power, to empower others.

To many people, this scenario seems unlikely. Those who have power, have the power to hold onto it, and tend to do just that. However, the shift in worldview required to unlock a new power structure is looking more possible today than it has for decades. 

Core to our belief that we are on the cusp of a new era in education is the unravelling of the evidence base that propped up the long dominant New Public Management (NPM) paradigm upon which the era of markets, centralisation and managerialism was built, not just in education, but across the public sector. 

There is growing recognition (and acceptance) that NPM, is failing. It was originally developed as a framework to reorganise public sector management procedures. NPM was based on the idea that the public sector would be run more efficiently and effectively if it followed private-sector approaches. In the 2007 BBC documentary series ‘The Trap’, journalist Adam Curtis traced the origins of NPM. He described how, in the UK, it was seeded by Margaret Thatcher, aggressively pursued by John Major during his time as Prime Minister, and then consolidated as a modus operandi by his successor, Tony Blair… and every PM since. 

The nature of ‘human nature’ - according to James Buchanan

Curtis cites Game Theory, John Nash, the Prisoner’s Dilemma, RD Laing, Friedrich Hayek, Cold War strategists, and the economist James Buchanan as instrumental in the propagation of the theories that underpin NPM. Their theories – the origins of which can be traced right back to assertions made by Adam Smith in 1776 – converged around a core assumption about human nature. They were arguing that while people can appear kind and altruistic, this is superficial. Deep down – they argued – human beings are inherently self-interested. It was upon this assumption that Buchanan and others argued that the best way to manage people – in the public sector especially – is to game their self-interest.

Buchanan became an influential figure in the Conservative party under the leadership of Margaret Thatcher. Similar to the Cold War strategists and psychiatrists like RD Laing, Buchanan held a suspicious view of human beings. He was particularly sceptical of the idea that people could be motivated by a sense of public duty. He labelled as hypocrites any politicians or public servants who claimed to be working for the public good. 

From 'good enough to great' - unlocking intrinsic motivation

Thatcher and Major agreed with Buchanan and they set about reorientating the economy and the state around the idea that most people, most of the time, are acting in their own self-interest. This thinking, applied to the education system in England from the 1980s onwards, has led to today’s fear-based top-down approach to improving schools that places a strong emphasis on targets, competition, and financial incentives. The IPPR (2023), however, argue that NPM’s limitations are now being revealed, especially in education:

“Across the public sector NPM approaches are becoming less and less popular. This is because, while there is evidence that some of these levers (such as targets or regulation) can drive schools (and other public services) from poor to good enough, there is limited evidence they can drive them from good enough to great.”

To get to ‘great’ – and great is what is needed – the IPPR argue that policymakers need to move ‘toward unlocking the ‘intrinsic motivation’ of staff and service users by moving from the low trust, skill and autonomy NPM playbook to a high trust, skill, autonomy alternative.’

In arguing for this, the IPPR are drawing on the work of Edward Deci and Richard Ryan, who drove the development of Self Determination Theory.³³ Deci and Ryan argued that all humans have an innate need for autonomy, competence, and relatedness, and that these are critical to mental wellbeing and thriving. Unlocking the intrinsic motivation needed to turn ‘good enough’ teachers into ‘great’ teachers is not easy. The education system would need to give teachers more agency and autonomy, ensure they have high levels of competence, nurture their creativity, and make sure they develop authentic, mutually reinforcing, relationships with others.  

The IPPR is arguing that extrinsic motivators (status, money, fear) are effective, but only up to a point – ‘good enough’. Teachers are ‘good enough’ when they are getting the job done, when they are hitting their targets, and efficiently carrying out all their planning, lessons, marking, and administrational tasks. What teachers in this system are being denied is the chance to excel. Time and budget constraints, and a lack of decision-making authority, mean they are not able to master their craft (as a great musician or artist might). This is demotivating, disempowering, demoralising, it prevents a teacher from fulfilling their potential. The knock-on effect is that (at best) children get a ‘good enough’ education, but are denied a ‘great’ education, which is rarely the fault of the teacher.

Things would be different if the education system was set up to tap into the intrinsic motivations of its teachers. Sadly, today – in England – it struggles to do so, in fact it can be argued that it isn’t even trying to. The result is a population of teachers who feel untrusted, incompetent, and atomised. They are compelled to ‘teach to the test’ and treated as nothing more than uncritical delivery agents of a pre-defined national curriculum.

 
Perceptions matter – and they are starting to shift

The failure to recognise and tap into teacher’s intrinsic motivations is a huge missed opportunity. In this paper (see sections 3 and 4) we propose a more democratic, lightly instrumentalised, and decentralised education system. Such an education system would seize this opportunity and take us beyond ‘good enough’. Getting there – getting to ‘great’ – won’t, however, be straightforward. It requires us to trust our teachers (and learners), give them more autonomy, more agency, and more support. This will require us – as a society – to let go of Buchanan’s bleak view of human nature, which has grown into a very powerful myth. This idea – that most people, deep down, are self-interested – has assumed a vice-like grip over our collective conscience. 

The vice, however, is starting to lose its grip. Perceptions are starting to shift. People are beginning to realise, through their lived experience and exposure to new evidence, that in truth most people are kind, altruistic, cooperative. The data shows clearly, for UK adults and children³⁴, that a large majority (over 70%) of people do care about the future of the planet, they want a more socially just and compassionate world. Crucially, the data also shows that when compassionate people believe that most other people are also compassionate (rather than self-interested), they are more likely to volunteer, vote, and get involved in other civic activities to create a better world.³⁵ As the Common Cause Foundation put it: Perceptions Matter.  

The emerging evidence on the true nature of human nature is being popularised by increasing numbers of authors^36,37,38,39 and organisations^40,41,42 including Global Action Plan. It is leading to a major rethink in policymaking circles. Architects of public sector services and management are questioning whether gaming of self-interest is still a smart strategy. They are being inspired by social activists like Jon Alexander⁴³, who powerfully advocates for the embedding of a ‘citizen story’ to replace the ‘consumer story’ we tell about ourselves and wards off the danger of a ‘subject story’ taking hold; Hilary Cottam,⁴⁴ who shines a light on the transformative effect of creating capability rather than dependency in the delivery of public services; and even ‘accidental anarchists’ like former UN diplomat Carne Ross,⁴⁵ whose professional background makes him relatable to those who might normally be dismissive of those who typically advocate for radical forms of decentralisation and deliberative democracy. 

Citizens assemblies, participatory budgeting, and other forms of decentralised and deliberative democracy are becoming more popular in the West and all hint at an emerging paradigm shift in how society is run. Traces of this shift – suggesting we are on the cusp of a new era – are also evident in education. In Scotland, and more recently and more deeply in Wales, the [not always smooth] trend towards trusting teachers and learners is accelerating. In Ireland, a pledge to hold a Citizens Assembly on the Future of Education was made in the Irish Government’s Programme for Government, it is due to happen in 2024 and will be groundbreaking if it does.⁴⁶ 

Signs exist in England too, but in more embryonic forms. For example, the growing success and popularity of EPQs and other forms of student-led learning are busting the myth that young people can’t be trusted with the responsibility of directing their own project-based learning.⁴⁷

A sense of public duty is a real thing

James Buchanan was wrong, we human beings aren’t nearly as selfish as he made us out to be. Altruism is a real thing, and it is perfectly possible to hold a genuine sense of public duty. Most humans are predisposed to collaboration and cooperation, and while we are – teachers included – all driven by status and money up to a point, but it is only up to a point. Most of us thrive when we are fairly paid, financially secure, but also trusted and given space to collaborate and create. We, however, shrivel when we are treated like robots, forced to compete, and motivated by fear. 

Understanding and acceptance of this evidence is spreading. As reported on above, organisations like the IPPR are starting to draw on it to develop policy proposals. We expect others to follow suit. There are signs that they will in papers and reports by, for example, the Foundation for Education Development, who call for a long term plan for education and the empowerment of regional and local leaders, and the LSE who have advocated for a ‘stakeholder model of governance for all state-funded schools representing parents, staff, the local authority, and wider community’ to ‘provide local democratic accountability and greater transparency to the local community.’ ⁴⁸ 

Conclusion - make the existing model obsolete

In this paper we have highlighted five reasons why we think the education system in England is on the cusp of change. Firstly, it is crumbling, signs of cracks and failure are everywhere. Because of this, doubt and disillusion are mounting, which is giving rise to a proliferation of new visions for education (including live examples on England’s doorstep). The rise of EdTech as a temporary salve to single issues, but more likely as a foundation upon which a new era will be built, is a fourth powerful sign, which is only trumped by the underlying paradigm shift in how human nature is coming to be understood.

There is a distinct false economy in persisting with a strategy of tinkering, retro-fitting, and patching up of a broken system. As Buckminster Fuller said: ‘You never change things by fighting the existing reality.’ This is as true for politicians as it is for campaigners and teachers. Once again, a UK Prime Minister will, we think – at some point soon – come to accept this as Callaghan did in 1976 (only this time – we hope – the PM will conclude that that central Government needs to cede control, rather than seize it).

Fuller famously went on to say: ‘To change something, build a new model that makes the existing model obsolete.’ In this time between education worlds, this is the opportunity for a confident, visionary, and ambitious political leader – they need to be encouraged to take it. And they will if a blueprint of a believable, pragmatic, and popular new model emerges. It is into this space that activists and campaigners with big ideas rush; they are already starting to, movements and momentum are building.

If fresh visions for the education system are founded on the advancements in EdTech – they undoubtedly will be – and on new understandings of human nature, movements for change will coalesce around these visions and shake the very foundations of the markets, centralisation, and managerialism model. With enough shaking, that model will tumble, and out of the rubble will come, perhaps, something wonderful.

However, there is no room for complacency, change will not just magically happen; the foundations of the existing system are strong, they can withstand a lot of shaking. In the introduction to his 2019 book, ‘Beyond Schooling’ David H. Hargreaves makes an important observation about the last great shift in the English education system:

“The trajectory to high centralisation from its beginnings in the 1960s to the decisive and monumental reforms of the 1988 Act took over twenty years of incrementalist softening up, and these were followed by a further thirty years of consolidation for centralisation to reach its present condition. It cannot be changed overnight; indeed, it was designed and carefully nurtured so that it would be virtually impossible to reverse.“⁴⁹

Hargreaves is right, the education system will not change overnight, it has a lot of built-in resilience. A new period of ‘incrementalist softening up’ is, however, undoubtedly in progress – foundations are being rocked. We environmentalists have a key role to play alongside our allies in the education sector to continue this softening up processes, but we also need to be there to build the new era of education that makes the old one obsolete. We need to be ‘first mate’ environmentalists.⁵⁰

If you'd like to talk to us more about the opportunities for change in the education system, please get in touch: [email protected]

References

1. Stein, Z. (2019) Education in a Time Between Worlds: Essays on the Future of Schools, Technology, and Society, Bright Alliance

2. Global Action Plan (2024) First Mate Environmentalism

3. Winship, M. (2016) Naomi Klein: “There are no non-radical options left before us”, Salon

4. People Get Real (2023) How a fixation with implausible climate targets is postponing required action

5. Department for Education (2022) Policy Paper - Sustainability and climate change strategy

6. Dunlop, L. and Rushton, E.A.C. (2022) Putting climate change at the heart of education: Is England’s strategy a placebo for policy?, British Educational Research Journal

7. Quilter-Pinner, H. and Khan, H. (2023) The smarter state: Between the ‘magic money tree’ and the ‘reform fairy, IPPR

8. Thompson, S. (2023) The pressures on mental health and wellbeing faced by teachers in the UK, The Conversation

9. Adams, R. (2024) England homeschooling surge could become permanent, data suggests, The Guardian

10. McBrearty, S. (2023) It’s time to decide what our schools and teachers are for, Schools Week

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12. Transforming Education (2022) E13: About Our Schools with by Professor Mick Waters

13. Edufuturists (2022) E170: About Our Schools with Sir Tim Brighouse and Prof Mick Waters

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38. Temelkuran, E. (2021) Together: 10 Choices For a Better Now, Fourth Estate

39. Hertz (2021) The Lonely Century: A Call to Reconnect, Sceptre

40. Common Cause Foundation

41. New Citizenship Project

42. More in Common

43. Alexander, J (2022) Citizens: Why the Key to Fixing Everything is All of Us, Canbury Press

44. Cottam, H. (2019) Radical Help: How we can remake the relationships between us and revolutionise the welfare state, Virago

45. Ross, C. (2012) The Leaderless Revolution: How Ordinary People will Take Power and Change Politics in the 21st Century, Simon & Schuster UK

46. Crowley, K. (2023) Citizens’ Assembly for Education (CAFÉ)

47. Gill, T. (2022) Uptake and results in the Extended Project Qualification, Cambridge University Press and Assessment

48. West, A., Wolfe, D., Yaghi, B. (2023) How can we create a fairer school system? LSE

49. Hargreaves, D.H. (2019) Beyond Schooling – An Anarchist Challenge, Routledge, UK

50. Global Action Plan (2024) First Mate Environmentalism