Why the UK exam system is failing our kids and how learning spaces can help prepare them for a changing world

A recent report from Adzuna showed that the number of entry-level jobs in the UK has dropped by almost a third since the launch of ChatGPT, as organisations lean on AI to reduce the size of their workforce. The CEO of AI developer Anthropic has warned that the tech could mean that half of entry-level office jobs vanish in the next five years, and Indeed reports that graduate job opportunities are at their lowest level since 2018.

According to Simon Burgess, an education strategist and former teacher, who acts as a consultant for Pinnacle, there is a greater need than ever to rethink our education system, starting with purpose and the spaces where learning takes place. 

We’ve forgotten the purpose of education

“The question we’ve stopped asking in some arenas,” says Simon, “is: what is the actual purpose of education? That might seem rhetorical, but it’s not. For decades, the UK’s exam-centric approach has focused on knowledge acquisition and regurgitation. Exams as the passport to ‘the next stage’. To my mind, this model was largely designed after World War II to create a compliant, disciplined workforce with which to grow our economy, but it hasn’t evolved with the world it’s supposed to serve.

“What’s left is a system clinging to outdated ideals that requires pockets of visionary leaders to drive change. Most schools, strapped for funding, are forced to prioritise exam performance because that’s what’s measured. And what gets measured, gets done.

“Yet, the job market and society have radically changed. The promise once sold to students (“Work hard, get grades, and you’ll be rewarded”) is no longer reliable. Graduates are discovering their degrees don’t guarantee jobs, especially in a world reshaped by Artificial Intelligence (AI) and Automation. AI is reducing entry-level roles, and traditional career paths are dissolving at a rapid pace. Students feel this and are beginning to deeply question, ‘What’s the purpose of school?’”

Exams don’t reflect what matters

Simon believes that if students are measured on grades, it leaves us looking at life through a very narrow lens. The current system marginalises kids who don’t fit into the definition of ‘academic intelligence’, even when they have a vast breadth of gifts and skills that would benefit society.

He reflects on Howard Gardner’s theory of multiple intelligences, which is now somewhat dated, but was once considered groundbreaking. The theory explains that people can be intelligent in different ways. Gardner identified eight types of intelligence, including spatial, verbal, logical, musical and social.  This way of thinking shows students that they can excel in areas beyond exams, not only boosting their self-esteem but also showing what powerful assets they are. 

“I have worked with many children who have such great problem-solving, social, sporting or people skills, but they do an exam, struggle, and come back to me saying, ‘See, I am dumb.’

“Reducing a young person’s potential to a narrow definition of intelligence ignores the wide array of skills they’ll need in life, such as adaptability, critical thinking, emotional regulation, collaboration, and digital literacy, none of which are currently captured by traditional exams or how we educate our students.”

Preparing for a world that doesn’t yet exist

Simon explains that according to the World Economic Forum’s Future of Jobs report 2023, almost a quarter (23%) of jobs are expected to change within the next five years. He says: “With AI, robotics, deep societal changes, a lack of common ‘reality’ and shifting global dynamics, the pace of change is too fast for static curricula to keep up.”

With that in mind, what should we teach?

He suggests we reframe education around “the knowledge, skills, and mindsets we want students to develop for themselves”

“Teach the knowledge as the fundamental hook, but also teach students how to interpret, question, solve problems, work with others, build resilience, self-regulate or navigate uncertainty. These are the real uses of how we can apply knowledge in a valuable and purposeful way.”

Simon explains that some basic life skills, such as understanding inflation, nurturing relationships or leading with empathy, are absent from school curricula. 

It’s time to rethink learning environment design

If we want to rethink learning, we also need to rethink learning spaces. Simon argues that space is an overlooked yet essential part of the educational experience. A study by Professor Peter Barrett at the University of Salford, found that improvements in primary school classroom design, such as light, temperature, air, flexible layout, etc, can increase academic progress by 16%. 

“Environment impacts how we feel, how we behave, and how we learn,” he says. “Natural light, flexible furniture, quiet corners, and greenery all contribute to calm, engaged students. Studies show that people who can see trees through their windows live seven years longer on average, so why are we cramming kids into Victorian rows for rote learning and exam regurgitation?”

He stresses that innovative classroom design is about much more than creating containers for students; it’s about seeing space as a tool for learning.

“Think of forest schools,” he says. “They are increasingly popular because they connect students to nature and allow for experiential, flexible, joy-filled learning. Compare that to rows of desks and white walls. We wouldn’t expect adults to work well in those conditions, so why do we expect it of children? To anyone doubting the importance of space, I would encourage them to work with their laptop on the London tube in a Summer rush hour. It’s all a continuum from there, rather than ‘good’ and ‘bad’ spaces.”

Finding the joy in school days

Simon suggests something radical, which actually shouldn’t be radical at all. “Learning should feel good,” he says. “If you enjoy it, you retain it. And you want to do more.”

A report by the Department for Education found that only 15% of UK pupils at secondary said they enjoyed coming to school each day, and those who did were likely to do better academically. 

Simon stresses that a holistic approach better serves our young people. “We’ve been conditioned to live in our heads,” he reflects. “But students aren’t just minds,  they’re whole beings. If you design schools that recognise this and create spaces that allow for movement, expression, autonomy, and curiosity, then students not only perform better, they become better equipped to thrive in life.”

This is where space becomes about more than classroom layout design – it’s part of the school’s culture. Whether it’s spaces to park your phone for the day, a collaborative space to hold debate, using flexible science lab designs, or building nooks for quiet reflection, design shapes experience. And with the right space, even small cultural shifts can create big changes.

Schools should design for equity and not uniformity

Simon stresses that equitable design matters. Students learn in different ways, and instead of giving each child the same resources and expecting the same outcomes, we need to tailor environments to meet their needs.  

This means that understanding that fairness requires flexibility. Simon says: “Design classrooms for collaboration and communication, but also allow space for quiet and sensory regulation – and be intentional on how and when you use them. Design practices and opportunities that value the potential DJ, joiner or horse rider as much as the mathematician.”

Support teacher creativity

Teachers must be supported to thrive too, and Simon suggests that AI, used well, could free up teachers from time-consuming admin so that they can focus on the things that matter most, i.e. relationships, mentoring, and teaching creatively. 

“Teacher’s are some of the best and most creative humans you’ll meet,” he says. “ If you want teachers to step outside the box and create lessons that inspire and support everyone, then you must give them time, energy and freedom. Let teachers shape their spaces, try new formats and share what works while continuing to adapt because when they are empowered, students benefit.”

Rebuilding the system

Simon argues that exams have a place, but if we fail to re-examine what education is really for, then we risk continuing down a path that isn’t serving our children. Given the rate of change in society and the economy, the system could rapidly fall apart.

“Education isn’t just preparation for life, it is life,” he says. “And if we want that life to be joyful, purposeful, and impactful, then we must stop designing education like a production line and start designing it like the life experience it should be.”

“So let’s ask the hard questions. Let’s build spaces that spark joy and learning. Let’s teach more than facts. Let’s teach kids how to live well.”