Tensions in the value and purpose of education
Tensions in the value and purpose of education
Education, long equated with formal schooling and academic achievement, is now increasingly recognised as a broader, multifaceted concept. Beyond preparing students for employment, education also nurtures personal growth, citizenship, cultural understanding, and lifelong learning. This more expansive view highlights the importance of agency, belonging, and identity formation alongside traditional academic success.
A distinction is often drawn between schooling (formal, institutional education), education (broader preparation for life), and learning (continuous, often informal skill and knowledge acquisition). Importantly, learning now extends well beyond the classroom, with family, community, and increasing digital environments playing significant roles.
The growing interest in alternative pathways, such as industry certifications, homeschooling, and micro-credentials, signals a shift in societal expectations. These alternatives reflect growing recognition that traditional models of education may no longer fully serve diverse needs and aspirations.
Drivers and causes
Several forces are driving this re-examination of education’s purpose. A primary factor is shifting stakeholder expectations. Many students and employers now see education as primarily instrumental - a means to employment, income, and for some social mobility. Educational institutions, however, often maintain a commitment to holistic development, resulting in tension between transactional and transformational views of education.
This tension is exacerbated by systemic inequities. Where a student lives, their family’s socio-economic status, their race and the resources available to their school significantly influence educational access and outcomes.
Political cycles, short-term funding models, and simplistic media narratives further distort the public conversation, frequently framing education solely in narrowly economic terms rather than emphasising its broader societal contributions, i.e. fostering citizenship, critical thinking, and ethical responsibility.
Consequences and inputs
These tensions have significant consequences for both individuals and society. Overreliance on narrow measures of educational success, such as test scores and league tables, often fails to capture essential competencies like creativity, adaptability, and interpersonal skills, qualities that employers increasingly demand.
Marginalised groups, particularly Indigenous students and those from lower socio-economic backgrounds, are often least well served by traditional pathways. They may encounter systems that neither reflect their cultural contexts nor provide equitable opportunity. Simultaneously, students with advanced abilities may find existing curricula fail to engage or challenge them meaningfully. Without greater flexibility and diversity of offerings, education risks alienating both ends of the learner spectrum.
Furthermore, a lack of longitudinal, system-wide data on educational outcomes constrains policymakers from developing evidence-informed strategies. The continued emphasis on conformity and standardisation stifles efforts to introduce personalised approaches where learning experiences are tailored to individual learner profiles at scale, leaving many learners disengaged and systems out of step with societal needs.
Policy recommendations
The following table summarises the key actions for policymakers from the above paper:
Issue |
|
|
Narrow definition of educational value |
Develop and promote a holistic definition of education that values wellbeing, belonging, creativity, moral reasoning and agency alongside traditional academic success. |
|
Inequitable funding and resources |
Continually refine and review differentiated funding models based on student need, geography, and systemic disadvantage to support equitable learning outcomes. |
|
Lack of evidence on what works in education |
Establish longitudinal tracking of educational outcomes, well-being and employment to inform evidence-based policy and practice. |
|
Overly narrow assessment frameworks |
Broaden and value assessment frameworks to include social-emotional learning, creativity, innovation and cultural responsiveness. |
|
Difficulty achieving personalised learning at scale |
Invest in technology-enabled personalised learning, supported by skilled educators, to provide tailored learning while preserving essential relational and social aspects of education. |
|
Misalignment between education and societal needs |
Build strong partnerships between education providers, employers, and communities to ensure that educational offerings align with both labour market needs and broader societal aspirations. |
|
Public undervaluation of education’s broader role |
Launch public campaigns that articulate the personal, social, and democratic benefits of education, beyond its economic value. |
The views and opinions expressed in this publication are of the BDO Centre for Education, and do not necessarily reflect the official position of BDO or individual members of the BDO Centre for Education.
About the BDO Centre for Education
The BDO Centre for Education (the Centre) is dedicated to advancing education in Australia by fostering collaboration among experts, stakeholders, and sectors within the field. The Centre’s mission is to promote excellence and equity, enabling all Australians to become confident and creative individuals, successful learners, and active and informed community members. Through critical analysis, evidence-based solutions, and informed advocacy, we strive to address the challenges facing education in the 2020s as outlined in the Alice Springs (Mparntwe) Education Declaration (2019). Our commitment to knowledge dissemination, outreach and inclusivity drives us to shape public opinion and advocate for evidence-based education policies, creating a stronger, more inclusive educational landscape for future generations.
The committee comprises of ten members who have served in various roles as leaders, stewards, managers, or advisers a diverse range of settings across the education sector over many decades. These individuals remain active in the education sector.
