Reimagining Education Initiative

Change what we measure. Change what education becomes.

Schools become what they are scored on. Today that means credits, test scores and a salary six months after graduation. Beyond Jobs is a movement to measure what education actually gives a life, across the ten years nobody looks at.

Join the first conversation Read the vision
Fig. IThe graduate inside the sphere of what we count. One ring nobody follows.
Plate · IWhat we are up to

We start where nobody starts: what we count.

Every conversation about the future of education begins with technology, teaching methods or new programs. We begin one layer deeper.

Measurement quietly decides what schools are allowed to become, because institutions always move toward what is measured. As long as education is measured in credits, scores and salaries, it will keep arriving at the same destination: a graduate who gets a job.

A cross-section beneath a school. New programs, teaching methods and technology sit near the surface where reform usually digs. Measurement is the bedrock underneath, where Beyond Jobs begins. a school New programs Teaching methods Technology MEASUREMENT what we count, and so what we become BEYOND JOBS Where reformusually digs We beginhere.
Fig. IISection through a school system, showing the layer every reform rests on.

Fig. III · Convergence

Without a new way to measure what education gives, every innovation curves back to the same place.

Six innovations, from digital platforms to lifelong learning, all curve back to one point: a graduate who gets a job. Only a new measure leaves the plate. Digital platformsAI tutorsActive learningMicro-credentialsNew degree programsLifelong learning A new measure A graduate who gets a job SOMEWHERE NEW

The question

Getting a job was the dream of a previous century. Is it enough for the future?

Plate · IIEvery measurement is a confession

What a civilization counts is what it believes.

Look at what a system measures and you will know what it thinks education is for.

Fig. IV·a

Count credits

and education becomes content transferred.

Unit · 60 ECTS = one year of study

Fig. IV·b

Count test scores

and education becomes performance on a single day.

Unit · a scale centred on 500 points

Fig. IV·c

Count salaries

six months after graduation, and education becomes a job obtained.

Unit · one survey, half a year after the gate

MCMXCIX · 1999

Bologna made a degree travel across a continent.

MM · 2000

PISA made school systems legible to one another.

MMV · 2005

Accreditation and shared quality standards made quality comparable.

Each was built with the best intentions, and each one worked. Europe should be proud of what it built. And that is exactly the trap.

Fig. VThe vessel decides the shape of what grows in it.
The trap

The goal shrinks to fit the measure.

When a measure becomes the goal, the goal shrinks to fit the measure. Institutions do what they are scored for, and nothing else, whatever their founding missions say.

The systems that made education comparable now decide what education is allowed to become.

A system cannot change itself, because change is not scored.

That is why education moves slowly in a world that has stopped waiting for it.

Plate · IIIThe dream
Fig. VIThe decade above the line. What we see today, below it.

Imagine Europe deciding to look.

Today the main yardstick stops six months after the gate. The question deserves ten years.

6months after the gate are observed today
114months nobody currently looks at
95%of the decade after graduation, unseen
Fig. VII Observation record N° 01 Subject · Class of 2026 Window · 120 months Showing · what we measure now
The ten years after graduation, 2026 to 2036. Today's measures cover the diploma and one salary survey at month six. The remaining 114 months go unobserved. Questions along a graduate's path ask what she still uses, who relies on her, what carried her through a fall, what she can build and what it was all for. OBSERVED · 6 MO UNOBSERVED · 114 MO 20262027202820292030203120322033203420352036 ▲ DIPLOMA · CREDITS, GRADES ▲ SALARY SURVEY · MONTH 6 Year 2 · What does she still use? Year 4 · Who has come to rely on her? Year 5 · What carried her through a fall? Year 7 · What can she build now? Year 10 · What was it all for?
  • Imagine

    the class of 2026, and every class after them, followed through the ten years where nobody currently looks.

  • Imagine

    schools that stay in relationship with their graduates for a decade, because they genuinely want to know what they gave them.

  • Imagine

    a school that could say, honestly, what it did to a life.

  • Imagine

    governments able to see what education actually produces, and therefore able to change what they ask of it.

  • Imagine

    a civilization that knows what it gives its young people, and can therefore change what it gives.

We do not yet know what the new measure is.

That honesty is the beginning of this. We know the old answer is too small: a salary, six months after the gate.

We know the question deserves a decade, and that it belongs to everyone a school ever touched.

Plate · IVThe force that must come together

No school, ministry, company or thinker can ask this alone.

What education gives a graduate is produced by an entire village: teachers and regulators, employers and communities, founders and families. Above all, the graduates themselves. They are the only witnesses of what actually happened.

Fig. VIIICom-: the coming together of parties from both ends.

The dream is that collective force: Europe daring, together, to ask what its education is for, and to stand for the answer.

Not one institution reforming itself in a corner. A continent agreeing to see.

Plate · VThe first steps · 2026 → 2027

It begins in a few rooms, small and honest.

Through 2026 and 2027, initiatives and workshops will emerge to explore this question, find out what can be done and start a global conversation. Lisbon and Germany host the first simulation workshops, and more will follow across Europe.

Fig. IXLesson V: one room, twenty people, one life.

The aim

A global group of schools and organisations running the first tests of how to measure differently, and starting a new relationship with their graduates.

What these tests teach us could become a new approach, one that makes the relationship between students and the whole educational ecosystem healthier and gives it more impact.

CreditsFounders · Partners

Started by a few. Carried by many.

Kaospilot, Generate at the London School of Economics and Transformative Times founded this initiative, with Startup Guide as a supporting partner. Together they are opening the conversation.

A conversation this size cannot belong to its founders. The movement has to grow, and we are looking for pioneering schools, universities and organisations ready to join it, test new ways of measuring and carry the question further.

Initiative founders

  • F · 01KaospilotKaospilot
  • F · 02Generate, Entrepreneurship at LSELondon School of Economics · Generate
  • F · 03Transformative TimesTransformative Times

Supporting partners

  • P · 01Startup GuideStartup Guide
  • Open seatYour organisationPioneering organisation
  • Open seatYour schoolPioneering school