Author: Bronwyn Lee, CEO – Learning Creates Australia
In the ongoing debate over educational priorities, a troubling false dichotomy continues to emerge: the idea that we must choose between teaching foundational skills like reading, writing and arithmetic or centering the development of complex capabilities such as critical thinking, creativity, and problem solving. This division is not only unproductive but also fundamentally flawed.
The world that today’s students will enter is complex, unpredictable, and rapidly changing. They will need much more than the ability to decode text and perform basic arithmetic. They need to think critically, analyse the value of an overwhelming array of information, solve complex problems, work collaboratively, and adapt to new challenges—particularly in a world where AI is transforming industries and reshaping the job market.
Ensuring students master basic numeracy and literacy is fundamental to any education system. Reading and writing are not just academic exercises; they are the gateways to all other learning and core life skills. Without these skills, students are unlikely to succeed in any other area of study. Research consistently shows that early literacy skills are strong predictors of later academic achievement and even lifelong outcomes. Ensuring that every student can read and write effectively is non-negotiable.
The false dichotomy between foundational skills and complex capabilities is a dangerous one. It suggests that we must choose between teaching students to be literate and numerate or prepare them for the challenges of the future. In reality, these goals are not mutually exclusive—they are deeply interconnected. Surely we can recognise that two things can be true at once: students need to learn to read and write, and they also need to build the complex capabilities that will enable them to thrive in life. In a modern world, the reality is that both foundational skills and complex capabilities are essential, and we cannot afford to prioritise one at the expense of the other.
Foundational skills are the bedrock upon which complex capabilities are built. A student who is literate and numerate is better equipped to engage in critical thinking and problem-solving. Conversely, students who are encouraged to think critically and creatively are more likely to find meaning in their learning and, as a result, strengthen their foundational skills.
Our young people are disengaging in formal education in numbers we have never seen before. They are craving to be seen and understood; they want their whole selves to be valued. But right now, our education system can make it seem like only a narrow set of things matter.
Education systems must evolve. We need to move away from outdated notions of what education is, and embrace a more integrated approach that values both foundational skills and complex capabilities. This requires innovative teaching methods, curricula that encourage exploration and creativity, and a broader range of ways to assess, measure and value a wider range of skills. Educators, policymakers, and stakeholders must resist the temptation to oversimplify the challenges of education if we are to meet the real challenge of a learning system that truly prepares all students for the future, ensuring that no one is left behind.
