Factory Model Education

The term factory model school or factory model education is often used to describe a traditional approach to educational organisation and school design. This model is believed to have originated in Europe in the late 18th century and later emerged in North America during the mid-19th century, particularly with the rise of public or "common" schools.

Key characteristics of the factory model include centralised, top-down management, a clear separation between school and the wider community, a strong emphasis on behaviour and school control, standardisation, and a focus on outcomes designed to meet societal and industrial needs. This approach is frequently compared to the factory system of production—prioritising efficiency, uniformity, and predictability.

In terms of architecture, factory model schools are often associated with mid-to-late 20th-century designs influenced by the Modernist or International Style. These buildings typically emphasise functionality and consistency, sometimes bearing a strong resemblance to factories of the same period. Critics have suggested that such designs were “created to produce compliant individuals and factory workers,” reflecting an industrial mindset rather than an educational one.

From an ideological perspective, the factory model has faced criticism in various areas. Concerns include its effect on educational outcomes, student engagement, and its ability to equip young people with the skills needed for the 21st century. Core competencies such as collaboration, creativity, and critical thinking are often better fostered through active learning approaches, rather than through rigid, standardised instruction.

Additional concerns include declining attendance and graduation rates. Many school designs are seen as uninspiring, difficult to maintain, and lacking in appeal, which can negatively impact the learning environment for both students and staff. Long, maze-like corridors may also present challenges in terms of safety and supervision. Although society, the workplace, and technology have evolved dramatically in recent decades, many classroom environments have changed very little since the late 19th century, prompting reflection on their continued suitability.