Schools 'face meltdown' by 2030

Schools 'face meltdown' by 2030

Classrooms may be a thing of the past by 2030

Most schools could be left without lessons, classrooms and even pupils within 30 years, a report predicts.

Instead, they could become mere "learning brokers" by 2030, overseeing the education of children provided by companies and community groups, according to the National College for School Leadership (NCSL).

If institutions do not adapt to the needs of the knowledge-based economy, the system faces "meltdown", it adds.

Riel Miller, co-author of the Possible Futures report, said schools were too interested in testing standards.

This could lead to excessive competition, causing fragmentation and ending attempts to create educational equality.

'Legacy of a bygone age'

In some areas, only the private sector would be left to teach.

Mr Miller said: "The challenge is working out how schools can take us in the direction society might want to go in, rather than seeing the future simply as a continuation of current trends."

The report outlines a "transitional change" in society and the economy as large as that seen during the industrial revolution.

Mr Miller said: "Unless we think about the functions of schools which are really important and ditch the ones that are simply a legacy of a bygone age, it will be hard to develop an education system fit for the future."

The report also suggests three more optimistic scenarios for schools by 2030.

They could offer programmes "tailored" to pupils' needs, under "mass customisation".

'Future can be mapped'

On the other hand, they could simply supply educational services, like teaching, and give up their role in testing.

Or they could do the opposite - give up their tuition role and exist solely to examine children. The teaching could be handled by other organisations.

NCSL's chief executive, Heather Du Quesnay, said: "One of the major questions for school leaders is what the position or role of the school will be in the future.

"The answer obviously matters for school leaders because it will in large part determine their aims and methods.

"The scenarios outlined in the report are not a menu of distinct choices, but are more snapshots of possible futures which show school leaders that the contours of the future can be mapped, even though the path taken is not yet determined.

"If we can imagine what might happen then, we can assess what needs to be done now."