Outcomes, not outputs: why walking the miles still matters in an age of shortcuts
Society increasingly appears to have adopted a mechanistic understanding of education, one which casts schools as little more than industrial production lines. Raw materials are fed in at one end; standardised pedagogies are applied on the ‘shop floor’; before outputs are distributed to the adult world. These ‘factories’ are evaluated according to their productivity; measured against metrics like GCSE or A Level results, Russell Group or Oxbridge admissions, or progress 8 and value added. This mindset is the logical extension of the industrial model of education bequeathed to us by the Victorians.
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