Currently, school systems have more than one problem with which to contend. A video  by Next School  (almost 9 million views on YouTube) identifies six problems with the world's education systems:
Seth Godin  and Ken Robinson  agree that the current education system was designed in the Industrial Age to churn out factory workers. Yet, while modern society is no longer based on the values of mass production, Taylor’s principles of scientific management still run deep in schools.
A few years ago, I asked my students to do some research and represent the values of Industry 4.0. I asked them to work in teams. One of the teams produced an excellent video, in which they highlight the differences between Fordism and modern organizations: working time, organization, tools, skills (operational and educational), process ownership). Everything has changed.
Our education system, however, sends several dangerous messages to our children: they should follow the established order, rather than taking responsibility and making the most of their lives; they should only memorize concepts and a standard set of information against which what they know will be measured (not evaluated); everyone has to learn the same things, at the same time in the same way; if you take a bit longer to learn something, you are a failure; do not use digital resources.
As a result, children are bored and not engaged, and most of what they learn has already faded the day after their exams. All this is proof that our education systems are outdated and ineffective.
1.2 Changing the Paradigm
Education systems seek to meet the challenges of a globalized and extremely dynamic world by offering static teaching/learning models.
The educational model that forms the basis for modern education systems was designed for a society that no longer exists. It was strongly influenced by the deductive reasoning that developed during the Enlightenment and is based on classical thought, rooted predominantly in academic learning. Schooling is organized according to the Aristotelian units of time, space and action. Curiously, its organization resembles a factory production line: bell rings (time); separate facilities (space); children grouped by age (batch processing); one entity intervenes with another entity, so that the first modifies the second (action).
First, there needs to be a shift away from batch schooling to custom education. The education system should not be designed for a standard (and its related standardized tests), but should bring out the divergent thinking and creativity of each student. As a computer science teacher, I tell my students that solutions often exist in multiples and are the result of heuristic, action-research processes. This means taking account of every student’s specific skills and awareness, rather than evaluating them against a standard.
A radical change is needed; one that takes us from a vertical approach to teaching/learning to one that is horizontal. In this paradigm the aesthetic—as opposed to the anesthetic—should be taught, stimulating children to share, collaborate and learn together.