In a world increasingly desiring of change, Action on Education is campaigning for a better, bolder, brighter future for childhood education.


Education could be the most enjoyable experience of a lifetime, it could be fun, empowering, nurturing of good relationships and promoting of individual autonomy; it could and should provide the foundation of an engaged, fulfilling and happy life. But far too often schooling achieves the opposite of those things, instead fostering alienation, frustration and disengagement. Our school systems are outdated. And as a result they continue to foster and reflect wider social injustices rather than challenge them.



You can click on any of the quotes on this website to read more of what our greatest minds thought about the way we school children.

Now Imagine...

Now imagine, when children enter the education system, they aren't merely allocated a space in a classroom, to be taught what they are taught, when they are taught it. Rather, they enter upon a vast educational landscape, comprising learning opportunities from all levels of study and the tools to navigate that landscape, to explore and to discover, to take ownership of their experience, to know the level at which they are studying, territory explored/unexplored and challenges related to those already undertaken. Imagine children being able to build the skills of self-ownership, to have passion for their own learning, to set goals based firmly on their own needs and interests and have a record of progress that would allow all involved in their care to better understand their interests, needs and experience.


Equipping schools to deliver education in a way that is progressive and supports children's fullest development is more than just common sense - or even common decency. Failing children in schools bears a tremendous cost on us all; it attacks the very foundations of personality, family, community and all other institutions and relations within society. There cannot be a part of our lives, individually or collectively, left unaffected by it. Education, then, is a vital, fundamental responsibility, but also an incredible opportunity.




Children Must Now Have:

  1. Content

    Access to a body of high-quality, integrated and easily navigable educational content which is expansive enough to meet their highest aspirations.



  3. Tools

    Tools which offer an overview of, and act as a map for, a child's education experience.



  5. Context

    The opportunity, throughout school, to look outwards at the world, in order to better understand their subjects and their opportunities for working life, and to better convey their needs, interests and expectations of schooling to those responsible for them.



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    Children, teachers and families can and should have the tools to make the most of a transformed, modern education experience. Children can have access to limitless learning opportunities in a way that facilitates family involvement and reduces or eliminates obstacles children face in communicating their experiences, needs and achievements to the outside world.


    We can and must now move away from outdated, teacher-centred systems that force children to accept what is given to all, when it is given, no matter how unsuitable. We can and must move away from the vast overemphasis placed on conformity, that serves neither those who provide or those who receive education. We must move beyond the impossible responsibilities placed on teachers to be the sole source of formal learning for the children in their charge. Children can enjoy a much wider, more personal experience of education and we can ensure that experience is grounded in a child's own interests and aspirations.









If We Can Succeed

  • CHILDREN will have the tools to take ownership of their experience, develop goals and interests around their passions, challenge outdated constraints or stereotypes and secure outcomes based on their abilities, rather than their demographic background.


  • TEACHERS will face many more choices over how to organise classwork between individual, group and class activities and will have the tools to support children's development along much more individualized learning paths.


  • A school's CURRICULUM will play a much more positive role, serving as a well-trodden pathway within a wider landscape, rather than the rigid confines of old.


  • And these are the basis of renewed RELATIONSHIPS between children and all those around them: their teachers, their families, their communities, their society, and even the world as a whole.



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