According to current trends in education, one of the six possible scenarios discussed as part of the future(s) of education project, as designed by the OECD, show local areas losing school systems altogether, either because of financial distress or as a result of repeated cycles of school decline. A continuum of responses occur, based on the ethical or geopolitical local environment – ranging from anarchy with education being the sole responsibility of parents/guardians to revitalization and as yet unimagined new forms emerging. Unfortunately differences in socioeconomic standing make this breakdown more violent and severe in some areas rather than others. Since many teachers are out of work, the wealthy may support one or more fulltime professionals while there may be a resurgence of children without basic literacy living in poverty.

The time period of collapse may see curricular pressures, differential testing patterns, greater pressures on teaching professionals and inequities increase. As socioeconomic pressures increase the tensions, some schools will become inhabitable, stretching resources more.

Life long leaning will still be an ideal, but, dependent on the availability of ICT may not be realized across societies. Businesses respond by trying to build new business models to fill the gaps.

Anyone who has ever taught may be enlisted to do what they can where they can. The home tutoring market expands. Bolstered at times by unions, corporations, philanthropic efforts etc. teaching as a profession goes into decline.

The OECD itself says:

This scenario depicts a melt-down of the school system. It results mainly from a major shortage of teachers triggered by retirement, unsatisfactory working conditions, more attractive job opportunities elsewhere.

You can follow this link to read more about the geopolitical and attitudinal conditions that likely predict and support this scenario of greater bureaucracies for the management of schools.