A recent professional conversation with a small group of staff members on what makes an outstanding school led to the realisation that next year will see the 10th anniversary of the Ken Robinson’s TED talk on changing educational paradigms. Given the focus on a technological revolution coupled with Mark Treadwell’s explanation of the paradigm shift in education we are experiencing right now in his text Whatever!: School Version 2.0 and other leading educationalists purporting the need to transform education systems the question seems to be lost in translation…. Has learning been transformed?
A recent staff discussion on what makes a school outstanding led to an unexpected milestone: next year marks a decade since Sir Ken Robinson’s now-iconic TED talk on changing educational paradigms. His call to rethink learning systems felt urgent at the time. Ten years later, we’re still asking—has learning been transformed?
Leading thinkers like Mark Treadwell, in Whatever!: School Version 2.0, described a clear educational shift aligned with the technological revolution. Others echoed the same message: schooling must change. But outside of isolated examples, where is that shift visible? Has anything truly changed at scale?
Are We Still in the Factory Model?
Despite bold reforms and increased attention to school improvement, the dominant system still leans heavily on standardised tests. The debate continues about their impact on learners, teachers, and long-term outcomes. At the same time, “personalised learning” is a phrase that pops up often in professional development. But is it more than a workshop slide? Has it become embedded practice, or is it just branding?
Walk into many classrooms and you may still find timetables, compliance, and bells dictating the pace of learning. Has the classroom really broken free from its industrial roots?
Revisiting the Call to Action
Perhaps it’s time to revisit Robinson’s message. His talk wasn’t just about innovation. It was about relevance, engagement, and recognising that learning is not a one-size-fits-all process. The conversation has never been more important, yet we still face the risk of talking the talk without walking the walk.
If we’re serious about transformation, we must ask more than whether we’ve changed the tools. We must ask if we’ve changed the experience for learners, not just leaders.
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I’m Jake Madden (Dip Teach; B.Ed; Grad Dip: Leadership; M. Ed: Leadership; EdD; FACEL; MACE), and I’ve had the privilege of working in education for over thirty years as a teacher and principal. Throughout my career, I’ve focused on supporting teachers to build their capacity, developing learning approaches that respond to the needs of today’s world, creating flexible learning spaces for 21st-century learners, and designing curriculum that encourages global mindedness.
I’m particularly passionate about the concept of teacher-as-researcher, and I’ve been fortunate to contribute to this area by sharing my experiences through books and journal articles. My work reflects what I’ve learned from leading and navigating educational change, and I’m always eager to continue learning from others in the field.
Author: Dr Jake Madden
I’m Jake Madden (Dip Teach; B.Ed; Grad Dip: Leadership; M. Ed: Leadership; EdD; FACEL; MACE), and I’ve had the privilege of working in education for over thirty years as a teacher and principal. Throughout my career, I’ve focused on supporting teachers to build their capacity, developing learning approaches that respond to the needs of today’s world, creating flexible learning spaces for 21st-century learners, and designing curriculum that encourages global mindedness.
I’m particularly passionate about the concept of teacher-as-researcher, and I’ve been fortunate to contribute to this area by sharing my experiences through books and journal articles. My work reflects what I’ve learned from leading and navigating educational change, and I’m always eager to continue learning from others in the field.
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