The Stagnant Sea: Why Education Struggles to Evolve

Henri Kissinger, the former Harvard professor, famously quipped, "Academic politics is so vicious because the stakes are so low." While the collective stakes in education might seem low, especially in monetary terms, the individual professor vying for a tenured position faces a high-stakes battle. After all, lifetime employment for a multiple of the average salary is something some people would kill for. 

This disconnect highlights a core problem in education: the tension between individual ambition and the need for systemic change. Remember the MOOC craze of 2012? Pearson's "A Tsunami is Coming" event predicted a revolution that never materialized. Why? Because the forces driving real change in education are often too weak to overcome deeply entrenched institutional inertia.

One reason for this sluggishness lies in the clash between rapid technological advancement and outdated institutional structures. As E. Wilson wrote, "We have Palaeolithic emotions, medieval institutions and godlike technology. " While pockets of innovation emerge, widespread adoption is rare. Embedding new technologies into existing workflows proves challenging, and institutions struggle to embrace change across the board in a process of slow diffusion. This resistance is further compounded by a preference for internal leadership candidates who have slowly climbed the ranks, perpetuating a culture resistant to disruption.

I have some credibility to talk about transforming educational institutions, since I led this process at a university in Papua New Guinea in a very challenging operating environment, dealing with structural underfunding, and frequent crises and outbreak of violence. Moreover, I have always been an early adopter of technology, as is demonstrated by a long list of "firsts".

Furthermore, the educational institutions treat educators themselves contributes to the problem. The 19th-century model of producing obedient workers and soldiers still lingers, failing to prioritize creative problem-solving and teamwork skills needed in the 21st century. The educators themselves were formed by this system. Students are confronted with low expectations, and those who stand no chance of finishing a program successfully are nevertheless admitted. 

Lecturers and teachers, the very individuals entrusted with nurturing future generations, often lack financial security, feel undervalued, and lack autonomy. Many newly graduated teachers, for example, trying at least to achieve a degree of financial security, seek opportunities in places like the Gulf States for better pay and no income tax. Leadership that neglects the well-being and success of its employees ultimately undermines the entire educational system.

So, how can we transform education? It begins with clear-eyed leaders willing to take calculated risks to adapt to changing technologies and times. These leaders, whether internal or external, must champion those educators who actively integrate modern technologies into their teaching practices. Appointing a "Vice President of AI" is a symbolic gesture, but it means little if the classroom experience remains unchanged. Promoting the wrong people leads to the exodus of those who could truly drive innovation.

Ultimately, transforming education requires a fundamental shift in priorities. First, ensure that all teachers and lecturers have access to the necessary hardware and software, including AI-powered tools, along with adequate training. In none of the schools I served was I offered any training for the key online platforms that we used every day. We were expected to learn on the fly, I guess. Second, overhaul recruitment, selection, promotion, and retention policies to prioritize meritocracy and recognize the value of experience and qualifications both pedagogical and subject related. While in primary school pedagogical competences are fundamental, in high school an effective teacher has to be on top of the subject. Third, similarly, student admission criteria should be consistently applied in order to make sure no students are admitted who have no chance of finishing a program successfully. Academic criteria should also be applied in order to avoid grade inflation. 

Finally, simple measures like mentorship programs for newly recruited teachers can significantly improve retention. The fact that very few schools and universities do these 4 things consistently is a testimony of the incompetence of their leaders, who have never worked outside the walls of the school, and are blissfully unaware of common practices in other service industries. With competent teachers, engaged and confident students, and visionary and effective leadership, meaningful change can finally take root, fostering excellent programs and a brighter future for education. However, failing leaders, lecturers and teachers will eventually lead to failing institutions. No tsunami in sight.