Organisations who are unable to make intelligent choices because of rules and constraints imposed on themselves, in the abstract and with the consequence that the right solution or pathway forward cannot be used.
Schools suffer from the same constraints and the most obvious example of this is the constraint of progression on age, a relic from the victorian model of education as a preparation for a life in industry.
Differentiation becomes genericised as pupils are grouped into top, middle and bottom groups within a class. There is a tension between one extreme of private tutoring and the other of social construction of learning.
Within the context of public schools, socialisation is not necessarily undermined by advancement or retardation according to assessed progress.
There are examples where the extremely able are broken out of the conveyor belt model of schooling but these need to be handled very carefully to avoid undermining social development or creating a living hell for th
