“How could I as an individual, Ernesto Guevara, accept the degree of Doctor Honoris Causa conferred by the School of Education, since the only education I have imparted has been that of guerrilla camps, harsh words, and fierce example? And I believe such things certainly cannot be transformed into a cap and gown. That is why I continue to wear my Rebel Army uniform.”

Keynote speech, Wharton Global Modular Course, May 25, 2015. http://www.inside-rge.com/Sukanto-Tanoto-Entrepreneur-Journey-1
2015

The Origin and Ideals of the Modern School (1908)

Widely attributed to Shaw from the 1970s onward, but not known to exist in his published works. It is in keeping with some of his sardonic statements about the purposes and effectiveness of schools. First known attribution in print is in Neil Postman and Charles Weingartner's Teaching as a Subversive Activity (1971), "G. B. Shaw's line that the only time his education was interrupted was when he was in school captures the sense of this alienation."
Attributed

Madam Dulla
Atómstöðin (The Atom Station) (1948)

Variant: Never let your schooling interfere with your education.

Stig Toft Madsen, et al, in: Trysts with Democracy: Political Practice in South Asia http://books.google.co.in/books?id=6w7JVOlDIokC&pg=PA80, Anthem Press, 2011, P.80

"Science Past, Science Future" (1975) p. 208
General sources

Source: Differential Psychology: Towards Consensus (1987), p. 424
Context: I had begun by trying, for the sake of scholarly thoroughness, merely to write a short chapter for my book on the ‘culturally disadvantaged’ that I expected would succinctly review the so-called nature-nurture issue only to easily dismiss it as being of little or no importance for the subsequent study of the causes of scholastic failure and success. I delved into practically all the available literature on the genetics of intelligence, beginning with the works of the most prominent investigator in this field, Sir Cyril Burt, whom I had previously heard give a brilliant lecture entitled The Inheritance of Mental Ability’ at University College, London in 1957. The more I read in this field, the less convinced I became of the prevailing belief in the all-importance of environment and learning as the mechanisms of individual and group differences in general ability and scholastic aptitude. I felt even somewhat resentful of my prior education, that I could have gone as far as I had—already a fairly well-recognized professor of educational psychology—and yet could have remained so unaware of the crucial importance of genetic factors for the study of individual differences.

Ruthe Stein (April 25, 2006) "Matt Dillon dishes on 'Factotum's' private parts", San Francisco Chronicle, p. D1.