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Chris S - The Next Rung's avatar

The title nails something education policy consistently ignores. The workplace is where the real development happens, not in a classroom simulation of it. The problem is nobody measures this learning systematically. Schools log that a student 'completed a work placement' as if the activity itself were the outcome. Employers complain graduates aren't work-ready but can't define what ready actually means beyond vague competency lists.

Working with schools, the gap I keep seeing isn't between education and employment. It's between participation evidence and development evidence. A student who attended a placement and one who actually developed commercial awareness during it look identical on paper. Until we fix how we measure the learning embedded in work, we'll keep treating employment as something education prepares you for, rather than something that is itself education.

Here's the uncomfortable extension for anyone thinking about AI. If the job is where you learn the skills that survive automation, fewer entry-level roles means fewer classrooms. The school hidden inside the job only works if the job still exists.

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