Education
Jason Brown Bets on Education as the Real AI Revolution
The global conversation about artificial intelligence often revolves around machines—algorithms that write, robots that build, and systems that optimize. But entrepreneur and investor Jason Brown sees something different: a once-in-a-generation opportunity to reimagine how people learn.
For Brown, the most powerful force of the AI era won’t be smarter software. It will be smarter people. His latest venture isn’t chasing the crowded race to build the next chatbot or automation tool. Instead, it is tackling a quieter but far more consequential challenge: equipping people with the ability to adapt, reskill, and thrive in a world transformed by artificial intelligence.
“Technology doesn’t level the playing field—education does,” Brown says. And his company is betting that the next trillion-dollar opportunity lies not in replacing human capability, but in enhancing it.
The Silent Crisis
Industries from logistics to healthcare are being reshaped by AI. Manufacturing plants run predictive systems, banks rely on machine learning for risk modeling, and design studios experiment with generative tools. Across the board, professionals are being told to “adapt or be replaced.”
Yet, the majority of education systems remain outdated. Universities and training programs are slow to evolve, teaching methods lag behind, and real-world applicability is often missing. As knowledge doubles at unprecedented rates, the gap between what people need to know and what institutions provide is widening.
Brown calls this the “silent crisis” of the AI era. People aren’t failing because they lack intelligence. They’re failing because they lack timely access to relevant learning. And in that gap, he sees both a moral imperative and a massive market opportunity.
A Platform for Transformation
Brown’s company addresses this crisis head-on. The platform combines live instruction, mentorship, and AI-driven learning paths across high-growth disciplines such as forex, cryptocurrency, e-commerce, and digital marketing.
Unlike static online courses, the experience is immersive. Learners interact with mentors, apply skills in real-world contexts, and receive feedback tailored by AI systems. The goal is not just to share information but to create transformation—helping people move from curiosity to capability, and from capability to confidence.
“Education shouldn’t be about how much content you can consume,” Brown says. “It should be about what you can actually do afterward.”
Market Timing
The bet is well-timed. The global education technology sector is expected to hit $404 billion by 2025, according to HolonIQ. AI will be a major driver of that growth, but Brown insists that technology alone won’t solve the problem. The differentiator, he argues, will be the ability to connect learners with frameworks, mentors, and applied practice that lead to measurable outcomes.
His focus is on scaling results rather than enrollments. “We don’t measure success by how many people watch a lesson,” Brown notes. “We measure it by how many actually change their lives with it.”
Empowering Educators, Not Replacing Them
Brown also pushes back against a common fear: that AI will replace teachers. Instead, he believes the opposite is true. AI can handle repetitive tasks like grading, assessment, and progress tracking. This allows educators and mentors to focus on higher-value activities—guidance, problem-solving, and inspiration.
By positioning AI as a partner rather than a competitor, his company hopes to rebuild trust in technology’s role in education. It’s not about automating humans out of the process. It’s about amplifying their ability to make an impact.
Entrepreneurship as an Outcome
One of the most striking aspects of Brown’s model is its emphasis on entrepreneurship. The platform isn’t just about preparing learners for jobs. It’s about empowering them to create opportunities of their own.
By focusing on digital-first industries where barriers to entry are lower, the company positions education as a launchpad for innovation. A learner who gains skills in e-commerce or digital marketing isn’t just employable—they’re equipped to start a business, create products, or offer services globally.
This approach makes education not just a defensive strategy against disruption, but an offensive one—turning learners into leaders in their own right.
A Human-Centered Vision
At its core, Brown’s strategy is about redefining the role of education in society. He envisions a future where adaptability becomes a standard skill, not a luxury. Where access to real-time, relevant learning is as fundamental as access to the internet.
The mission, he argues, is bigger than business. “The future won’t be decided by the smartest machine,” Brown says. “It will be decided by the people who know how to keep learning.”
The Bigger Picture
Brown’s work reflects a broader shift in how businesses think about the future of work. For decades, innovation has focused on efficiency and automation—reducing human involvement in the name of productivity. Brown flips that logic. For him, the next wave of innovation is about increasing human capacity: giving people the tools to thrive in a world defined by constant change.
Conclusion
Jason Brown has built his career spotting opportunities where others see problems. His latest venture may be his most ambitious yet: turning education into the great equalizer of the AI age.
By building a platform that blends AI with mentorship and applied practice, he is betting on human potential as the defining asset of the future. In a business world enamored with automation, Brown is staking his claim on something more enduring: the ability of people to keep learning, keep adapting, and keep leading.
If he’s right, the next great revolution won’t be about machines at all. It will be about us. Read more here.
Hazel ShearingEducation correspondent
Getty ImagesPupils in England who missed school during the first week back in September 2024 were more likely to miss large parts during the rest of the year, figures suggest.
More than half (57%) of pupils who were partially absent in week one became “persistently absent” – missing at least 10% of school, according to government data first seen by the BBC.
By contrast, of pupils who fully attended the first week, 14% became persistently absent.
Education Secretary Bridget Phillipson said schools and parents should “double down” to get children in at the start of the 2025 term, which is this week for most English schools.
A head teachers’ union said more support was needed “outside of the school gates” to boost attendance.
Schools have always grappled with attendance issues, but they became much worse after the pandemic in 2020 and schools closed to most pupils during national lockdowns.
Attendance has improved since, but it remains a bigger problem than before Covid.
Overall, about 18% of pupils were persistently absent in the 2024-25 school year, down from a peak of 23% in 2021-22 but higher than the pre-Covid levels of about 11%.
The Department for Education (DfE) said the data from the first week of the 2024-25 school year showed the start of term was “critical” for tackling persistent absence.
Karl Stewart, head teacher at Shaftesbury Junior School in Leicester, said his school’s attendance rates were higher than average and but there was a “definite dip” in the two years after Covid.
“I get why. Some of that wasn’t necessarily parents not wanting to send them in. It was because either they had got Covid or other things, they were saying, ‘We’ll just keep them off now to be sure’,” he said.
The school has incentives like awards and class competitions to keep absence rates down, and Mr Stewart said attendance had more or less returned to pre-Covid levels.
“When we have the children in every day the results are just better,” he said.
“If you’re here, that gives you more time for your teacher to notice you, for us to see all that good behaviour [and] that really hard work – and that’s what we want.”
But, like lots of schools, he said some parents still took their children on unauthorised term-time holidays to make the most of cheaper costs.
Others, he said, have taken children for medical treatments overseas to avoid NHS waiting lists.
The education secretary said that while attendance improved last year, absence levels “remain critically high, putting at risk the life chances of a whole generation of young people”.
“Every day of school missed is a day stolen from a child’s future,” Phillipson said.
“As the new term kicks off, we need schools and parents to double down on the energy, the drive and the relentlessness that’s already boosted the life chances of millions of children, to do the same for millions more.”
The DfE said 800 schools were set to be supported by regional school improvement teams – through attendance and behaviour hubs.
These hubs are made up of 90 exemplary schools which will offer support to improve struggling schools through training sessions, events and open days.
It said it had appointed the first 21 schools that will lead the programme.
However, Pepe Di’Iasio, general secretary of the Association of School and College Leaders, said attendance hubs were not a “silver bullet” and a more “strategic approach” was needed.
“I think the government has worked really hard to improve attendance and it continues to be a priority for them, but there’s certainly more to do,” he told the BBC.
“So many of the challenges that [school leaders] are facing come from beyond the school gates – children suffering with high levels of anxiety, issues around mental health.”
He said school leaders wanted quicker access to support for those pupils and specialist staff in schools, but pupils also needed “great role models” in the community through youth clubs and volunteer groups.
The Conservatives said Labour’s Schools Bill had dismantled a “system that has driven up standards for decades”.
Shadow education secretary Laura Trott said: “Behaviour and attendance are two of the biggest challenges facing schools and it’s about time the government acted.”
She added: “There must be clear consequences for poor behaviour not just to protect the pupils trying to learn, but to recognise when mainstream education isn’t the right setting for those causing disruption.”
Additional reporting by Nathan Standley
The recent explosion of Artificial Intelligence (AI) has pervaded numerous industries, going from a futuristic concept to an everyday reality. However, the impact of AI on schooling has been exceptionally staggering.
From helping students complete assignments to reshaping the way teachers think about homework and exams, AI is beginning to redefine education all over the world.
Bangladesh is no different.
Artificial Intelligence isn’t just coming to Bangladeshi classrooms—it’s already here. While its promise of convenience and quick solutions is quite alluring to students, the ever-growing presence of AI in schools has raised difficult questions: is learning actually taking place anymore or is it being replaced by answers generated not from thought, but from machines?
In schools across Bangladesh, AI tools like ChatGPT have quietly revolutionised how students complete their homework, how teachers prepare lessons, and how institutions rethink education altogether.
Is it a blessing or a bane?
Students have quickly adapted to using advanced AI chatbots like ChatGPT, making AI an unavoidable and integral part of academic life. From essays to homework, students are increasingly finding ways to rely on AI not just to work faster, but to sidestep studying altogether.
Many schools and educators have now been forced to accept that resisting AI is no longer an option. Schools must adapt to the new reality or risk becoming redundant.
Yafa Rahman, Vice Principal and Senior Business Studies Teacher of Adroit International School, told The Business Standard, “Talks about integrating AI in the school curriculum is a global concern, and my school has had meetings with Pearson Education on how to do that in the best possible manner as well as train teachers to use AI in a beneficial way while being able to spot unethical AI use. This is an ongoing discussion, and we will see many changes soon.”
Yafa explained that her school also employs AI tools to structure assignments and class content. Rather than banning AI altogether, she believes in channelling students’ fascination with technology into meaningful learning. “Students rely on technology so much that if we incorporate any technology into the learning process, students instantly become more interested,” she said.
Rethinking the curriculum
The convenience of AI comes with a heavy cost. Teachers are reporting a surge in AI-generated assignments. Entire essays, reports, and even personal reflections are being turned in with no human touch. And it’s getting harder to spot the difference.
Educators have responded by rethinking the very structure of education in the country. Oral assessments, in-class essays, and presentations have become increasingly common, as schools seek to test students’ independent thinking rather than their ability to reproduce AI-generated answers.
“For assignments meant to show knowledge and understanding, I’ve returned to using pencil and paper to prevent AI use. For reflective assignments, I encourage students to use AI but remind them to think critically. You do not always have to agree with what AI generated, and key facts and figures must be checked with reliable sources,” said Olivier Gautheron, a Science Teacher at International School Dhaka (ISD) who has earned the “AI Essentials for Educators” certification from Edtech Teachers in the US.
This hybrid approach reflects a wider consensus among educators that AI should not be ignored but incorporated responsibly, encouraging students to refine their critical faculties alongside their digital literacy.
It’s no longer just about stopping AI from being used. It’s about guiding how it’s used.
AI detection
Detecting AI-generated work isn’t straightforward. In universities, plagiarism software and AI detectors are standard. But in schools, teachers often rely on their personal knowledge of each student’s writing style and capability, using their instincts to identify when a student’s writing does not look like their own.
But Gautheron warns against over-reliance on intuition, preferring restraint over wrongful accusations.
“I believe it all comes down to knowing your students and their abilities,” he said. “There’s a high chance of mistakenly identifying student work as AI-generated when it’s not.”
He recalled an incident when he suspected a student of using AI, only to learn that the child had simply used software to improve grammar without altering the ideas. “This is perfectly acceptable, as the purpose of the assignment was for students to generate their own ideas,” he added.
He believes the solution lies not in advanced software but in dialogue. “Although software exists to detect AI, there are other softwares to make them undetectable. I believe that the best way to detect inappropriate use of AI is asking your students directly. If I feel that a student’s work quality is very different from previous tasks, simply asking them to clarify a few ideas of their work is enough.”
For resource-constrained schools, this approach is also pragmatic, since not every institution can afford detection software.
AI for teachers
Just like students, teachers are also increasingly turning to AI for lesson planning and content creation
Emran Taher, Cambridge examiner and senior English instructor at Mastermind School, sees AI as a game-changer.
“It is not just the students who use AI. Teachers and schools are using it too. I can keep my syllabus up-to-date and incorporate more relevant topics and examples instead of just relying on textbooks. This helps grab students’ interest while reducing issues like bunking classes.”
He also uses AI for personalised instruction. By feeding student data—age, class level, strengths, and weaknesses—into AI tools, he receives tailored recommendations that help him address individual needs. “There are no bad students, only bad teachers,” he said.
Striking the right balance
AI’s presence in schools reveals a tension: the same tool that can personalise learning and spark creativity can also be used to bypass real thinking. This balancing act between embracing innovation and preserving the essence of education appears to be the defining challenge of AI use.
However, there is no turning back. AI is already embedded in how schools operate. What matters now is how educators choose to respond. As Bangladeshi schools navigate this shift, teacher training, investment in digital infrastructure, and the development of ethical guidelines will all be crucial.
Some see AI as a threat to academic honesty. Others see it as a catalyst for overdue change in the old, rigid education system. But everyone realises that the role of teachers must evolve to address the new digital landscape.
The Education Ministry was panned across social media over the weekend for posting an AI image to Facebook on Friday of a fictional sextuplets ostensibly starting first grade, ahead of the start of the school year on September 1.
The ministry posted a picture of the six children standing in front of a school with the caption: “Next week we go back to school! In the meantime, meet the only sextuplets in the country who are entering first grade: Oren, Omer, Uri, Nadav, Dvir and Gil Orenstein.”
The post then quoted their fictional mother, Ilanit, as saying: “I invested a lot in raising the children; it’s a great miracle that they were all born healthy. I took a two-year break from work to focus on raising the children and my husband was the sole breadwinner. I am the most excited in the world to see them grow up.”
No such sextuplets exist, and the photo was AI-generated. This fact was not initially made clear by the ministry. The post quickly drew a backlash on social media, with thousands of users slamming the ministry that is supposed to educate children for spreading a lie.
“One of your more embarrassing posts. The education system is collapsing, there are no teachers, no values, and schools are barely managing, and this is what you decide to post? A chauvinistic AI story about imaginary sextuplets with a mom who stays home and a father who supports them,” one person responded on Facebook, garnering 1,700 likes.
“Focus on improving education and not on degrading the conversation online,” she added.
Education Minister Yoav Kisch attends a meeting of the Knesset Education, Culture, and Sports Committee in Jerusalem, May 12, 2025. (Yonatan Sindel/Flash90)
Another commenter said the post was “absurd,” and “typical of the lazy and spineless” Education Minister Yoav Kisch, saying that “these are his values and what he promotes before the start of the school year.”
One commenter said that they asked ChatGPT what it thought of the post, saying that the AI chatbot said it was “highly problematic, especially coming from the Education Ministry.”
“The post undermines public trust [in the ministry], and trust is the foundation of the education system,” ChatGPT added, according to the commenter.
“This is the page that represents the places to which you send your children,” said another poster. “Time to consider homeschooling.”
The ministry later defended the upload, responding in a comment to its original post: “Okay, we admit these sextuplets are not really on the way to first grade, the photo was created with AI.
“We wanted to open the school year with a smile and to remind you that just like in school, on the web we also need to stop, check, and use our critical thinking,” it asserted.
“Wishing everyone a curious, fun school year full of good surprises,” its second post said.
Illustrative photo of students on the first day of school, at the Gabrieli Carmel School in Tel Aviv, on September 1, 2024. (Avshalom Sassoni/Flash90)
The Education Ministry under Kisch has undergone a tumultuous year, which included several teacher strikes, budget issues and a controversial change to public school curriculum, which mandated an hour of bible study each week for all students in first to twelfth grade, as well as additional mandatory classes on Zionism and “Israel’s wars and rebirth.”
Schools will also be required to bring students on tours of Jerusalem and Jewish heritage sites around the country, with an emphasis on sites in the West Bank.
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