Apart from giving one off seminars to postgrads, my only involvement in education has been as a parent or pupil.

It is intwresting tjat one of the most viewed TED talks is on a closely related subject, which you could call the industrialisation on education. I have said before that we essentially have an induction system, (ie 'induere' not 'educare'); the whole testing and measurement is based on, and accelerates this. You can judge a person's level of knowledge and abolity in a viva/interview to a good extent, but it is labour intensive and therefore not well suited to giving lots of people a qualification. So thia ancient system.was replaces by written papers. Written papers were more efficient and still gave some scope for assessing individuality but of course lost any ability to interact. The latest major change on this line is the invention of the multiple choice paper where efficiency of marking os given such priority that any individuality of the child is ignored. Couple this with a desire for constant monitoring and assessment and you need the efficient marking system and as a direct consequence you need to ignore or at least give no value to the child's individuality.

Such a system is ideal for generating mass qualifications, but not mass education. Nor are the qualifcations themselves of much worth, since they do not measure the skills people need in real life.

And you don't need much imagination to see why professional teachers hate such an approach, and with great justification.