The UK’s proposed post-16 education and skills policy promises a nation “where nobody is left behind”. The country’s modern industrial strategy 2025 talks of a workforce ready for a decade of growth, green jobs and artificial intelligence. It is the language of momentum and modernity, but beneath the optimism of these papers and policies lies unease.

We have a plan for skills, but do we still have a philosophy of education? The refrain that “nobody gets left behind” only holds meaning if we first know where we are going.

Education is not merely about producing employable subjects, but cultivating human beings capable of judgement, imagination and democratic participation. Without that moral compass, our forward motion risks becoming little more than acceleration without direction.

In 1949, Albert Einstein lamented: “It is nothing short of a miracle that modern methods of instruction have not yet entirely strangled the holy curiosity of inquiry.”

More than seven decades later, it feels prophetic. Across higher education in the UK, a quiet malaise has taken hold. Universities have become fluent in the language of metrics, policies and dashboards, while students have become fluent in anxiety and debt.

We speak earnestly of agility and alignment, yet without clear direction. Once the moral and intellectual conscience of society, the British university risks becoming something far more ordinary: an institution of conformity, competing for the same diminishing pool of students and, in doing so, becoming indistinguishable from its peers.

This creeping homogenisation reflects the global commercialisation of higher education, where institutions mirror market logics (such........

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