Now, concerning data. I'm so glad you brought it up. I'm an edtech consultant, but I also do quality assurance and impact assessment for schools and enterprises. I'm often struck by how few schools prioritize data-driven decision-making. In today's world, the importance of data can't be overstated. Schools must recognize this and approach data with intentionality. Data isn’t just numbers—it’s the roadmap to informed progress. Ignoring it is a decision to remain blind to progress.
Another great piece from you, Raya. I think there are valid reasons why schools refuse to adopt the 'fail fast' approach. Unlike start-ups, where failure is embraced as a valuable learning experience, schools are responsible for the education and well-being of children and young adults. This responsibility creates a natural aversion to risk, as any experimental approach that fails could have long-term consequences on students' academic and personal development. The stakes are high, and the margin for error is slim. Schools are thus inclined to stick with proven methods that ensure consistent results, rather than risk trying something new that might not work.
Additionally, the public accountability of schools exacerbates this risk aversion. Schools are under constant scrutiny from parents, government bodies, and the community at large. A failed experiment in a start-up might result in financial loss or a pivot to a new idea, but in a school, it could lead to public outcry, loss of trust, and potential harm to students' educational progress. This intense pressure to deliver predictable outcomes discourages the kind of bold, trial-and-error approach that start-ups thrive on.
That's why schools and risk are often at odds. But I'd love to learn how the School of Humanity has successfully embraced this approach and still thrived.
Now, concerning data. I'm so glad you brought it up. I'm an edtech consultant, but I also do quality assurance and impact assessment for schools and enterprises. I'm often struck by how few schools prioritize data-driven decision-making. In today's world, the importance of data can't be overstated. Schools must recognize this and approach data with intentionality. Data isn’t just numbers—it’s the roadmap to informed progress. Ignoring it is a decision to remain blind to progress.
Another great piece from you, Raya. I think there are valid reasons why schools refuse to adopt the 'fail fast' approach. Unlike start-ups, where failure is embraced as a valuable learning experience, schools are responsible for the education and well-being of children and young adults. This responsibility creates a natural aversion to risk, as any experimental approach that fails could have long-term consequences on students' academic and personal development. The stakes are high, and the margin for error is slim. Schools are thus inclined to stick with proven methods that ensure consistent results, rather than risk trying something new that might not work.
Additionally, the public accountability of schools exacerbates this risk aversion. Schools are under constant scrutiny from parents, government bodies, and the community at large. A failed experiment in a start-up might result in financial loss or a pivot to a new idea, but in a school, it could lead to public outcry, loss of trust, and potential harm to students' educational progress. This intense pressure to deliver predictable outcomes discourages the kind of bold, trial-and-error approach that start-ups thrive on.
That's why schools and risk are often at odds. But I'd love to learn how the School of Humanity has successfully embraced this approach and still thrived.