All-Rounder is a Lie: When Specialisation is Key

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“It’s quite fashionable to say the education system is broken. It’s not, It’s wonderfully constructed — it’s just that we don’t need it anymore. It’s outdated.”

Sugata Mitra

All-Rounder is a Lie: Why Specialisation is Key

I am a huge proponent of radical change in education. Most of you won’t need me to say that out loud - it kind of oozes out of every fibre of my being! Interestingly, I couldn’t agree more with Sugata Mitra on pretty much everything I have seen him write or say, including this. It’s not that we need radical change because education is broken; schools are not broken. I am not even sure the ‘system’ is broken, despite that being my protestation for so long.

Every time I read another news story about student behaviour in schools, the teacher recruitment and retention crisis, or the chronic underfunding of all sectors of education, my heart aches. I have seen so many, including my own family and friends, literally give blood, sweat and tears to make a difference yet their efforts seem increasingly Sisyphean. For those unfamiliar, he’s a fella from Greek mythology. The font of all copy and paste knowledge, Wikipedia, explains his story thus:

“Sisyphus was a devious tyrant who killed visitors to show off his power. This violation of the sacred hospitality tradition greatly angered the gods. They punished him for trickery of others, including his cheating death twice. The gods forced him to roll an immense boulder up a hill only for it to roll back down every time it neared the top, repeating this action for eternity. Through the classical influence on modern culture, tasks that are both laborious and futile are therefore described as Sisyphean.”

Image Source: Midjourney - Prompt: close up photograph of a man like sisyphus pushing a rock up a hill straining hard and looking tired. Dark, tiring, sweaty --ar 16:9

I am drawn to the ‘violation of the sacred hospitality tradition’. There is much in this. For a different newsletter perhaps.

Pushing an immense boulder up a hill only for it to roll back down again every time it neared the top. So close, yet so far. A repetitive act that gets us nowhere in the end despite a great deal of effort.

I am convinced that much of the challenge in schools (and any educational institution to be fair) is based heavily on the way schools are designed. Not necessarily physically or environmentally (although these are factors that exacerbate the problems). But more in the way they are conceived and controlled.

I have mentioned Adam Grant’s wonderful book, Hidden Potential, a few times before. I like a lot about it but I am not sure any section of it jumped out more than the part where he talks about schools and how they can help uncover hidden potential. I will quote a section in full but definitely recommend you grab yourself a copy of this book (and every other one he has written whilst you’re at it!).

“Design schools to bring out the best in all students

Don't waste a brain. Recognise that intelligence comes in many forms, and every child has the potential to excel. Cultivate a growth mindset in teachers, not only in students. Gauge success by the progress of every student, not just those at the top.

Professionalise education. Following Finland's example, train and treat teachers as trusted professionals. When teachers are equipped and encouraged to stay up-to-date on the latest evidence, coach one another, and shape the curriculum, the next generation can achieve greater things.

Keep students with the same teachers for multiple years. Looping allows teachers to specialise in their students, not just their subjects. With more time to get to know each student personally, teachers can become coaches and mentors, tailoring their instructional and emotional support to help all students reach their potential.

Give students the freedom to explore and share their individual interests.

The most important lesson to teach students is that learning is fun.

When students get to select the activity stations, books, and projects that interest them, they're more likely to develop intrinsic motivation. When they present on the topics they love, it reinforces their enthusiasm and gives their classmates the chance to catch it.

Wow. Just wow. I feel validated in everything I have been talking about for the past c.8 years with the Edufuturists podcast.

It’s not one size fits all ✅

Teachers are underpaid and under-trusted ✅

Subject separation is detrimental to learning ✅

Coaching in schools is the way forward ✅

It’s more than knowledge transfer; teachers need to know and care for their students ✅

Curiosity is king ✅

Let students learn what interests them ✅

It is just brilliant. I have been so excited to share it with you in this newsletter.

As a related but different thought, this last week I went to watch Steven Bartlett’s The Business and Life Speaking Tour at the Liverpool Empire Theatre. This was a 2.5 hour presentation that had me hooked from start to finish.

I am a Bartlett fanboy but the way it was delivered inspired me immensely. He talked about starting, growing, maturing, quitting and dying using the analogy of climbing a mountain. He drew on his 300+ interviews, his entrepreneurial work and his creative brilliance to deliver a masterpiece.

I am still processing most of it but one thing I wanted to share from his presentation was something I have seen a few times, and it became seminal in my thinking. It was from Steven’s interview with comedian, Jimmy Carr, on The Diary of a CEO podcast (Episode 106). WARNING: There is some choice language so if you ok with that, please don’t watch the video. If you can see past that, it is well worth the watch (when the kids aren’t listening!)

Carr explained that the education system often encourages students to be "all-rounders" and do well in a variety of subjects like maths, science, and English. However, he believes the world does not actually reward being an all-rounder, and that people should instead focus on the subjects and skills they are naturally talented in and passionate about.

He "bloody hated" subjects like science and maths, and instead gravitated towards more expressive subjects like art, English, and photography. He regrets not pursuing those passions earlier in life and instead taking classes he was less interested in, like psychology and biology, just to fulfil academic requirements

What does it all mean then:

• Sugata Mitra says the system isn’t broken; it’s just not needed
• Adam Grant says we need to design schools to bring out the best in students
• Jimmy Carr says we need less focus on all-rounders and more on specialisms

The current education system, while functional, doesn't meet the needs of modern learners. It promotes conformity, over-emphasises standardised subjects, and stifles the passions that lead to true fulfilment. We need education that unlocks individual potential, fosters curiosity, and prepares students for a world that rewards specialisation.

Sugata Mitra’s idea of a superfluous system resonates not because education is bad, but because its rigid structure is becoming obsolete.

Adam Grant’s insights point us toward a student-centred approach focused on growth, individualised support, and valuing diverse talents.

Jimmy Carr’s story highlights the pitfalls of trying to be good at everything, and the lost opportunity when people don't embrace their natural strengths early on.

In true FRiDEAS style then, here are five actionable steps for any educational setting:

1. Embrace "Specialist" Mentality. Move away from the "all-rounder" ideal and actively support students in developing deep interests and focused skills. This could involve project-based learning, early mentorship opportunities, and more tailored pathways. This doesn’t mean that we throw out the baby with the bathwater; no, it means that we acknowledge that a ‘broad and balanced curriculum’ isn’t all it’s cracked up to be.

2. Rethink Success Metrics. Measure progress by how students develop their strengths, not just by test scores.  Use portfolios, exhibitions, and self-assessments alongside traditional metrics to get a holistic view of student growth. If I’ve said it once, I’ve said it a thousand times: Performance tables are perhaps the most destructive element of modern schooling.

3. Grant Teachers Autonomy. Allow teachers to deviate from rigid curricula to nurture student passions. Provide training in mentorship and coaching techniques, allowing them to act as student advocates. Trust them. Let them take calculated risks. (Bartlett also said Failure = Feedback = Knowledge = Power - this applies to teachers as much as it does to students.)

4. Cultivate Curiosity-Driven Learning. Here it is again. Design learning spaces and experiences that allow students to choose what and how they learn. Use inquiry-based projects and real-world problems to spark genuine interest. Let them freakin’ choose (with appropriate information, advice and guidance).

5. Reimagine Timetables. Break the rigid subject-block system. Allow for longer periods of focused work, cross-disciplinary projects, and opportunities for individual skill development within the school day. The bells are no longer necessary.

A few caveats, mind you.

a. This is about a philosophical shift at every level of the institution: policymakers, leaders, teachers, and parents. This will require significant cultural changes that won’t necessarily come easily. It is mindset AND skillset.

b. Rome wasn’t built in a day and to be honest, this will take time and cash. I would try and do it all today but it realistically won’t happen overnight.

c. Access to resources and opportunities isn’t equitable right now. We need to support the growth of all students, regardless of background and again, this needs to be consciously and intentionally addressed.

The weight of this frustration – of wasted potential and the Sisyphean struggle –  is heavy.  But alongside it, a sense of possibility emerges. If Mitra, Grant, and Carr make us question the very foundation of our educational model, they also light a path forward. Their ideas come together into a new vision—  one where  students are ignited by their passions, empowered to develop their strengths, and supported by teachers who champion their individual journey. To turn this vision into reality is our task.   We must move past the 'fashionable' critique and into action – the stakes are simply too high to remain idle.

Viva la revolucion!

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