何我们都失去了劳动的教育体系彩票

是一个乡村小学省长。 三我们有一个理事会，会议期间，正常的一些新的方法 - 另一种是rasied下fmsi缩略语管理制度。 们的理解是，这是除了，而不是取代现有的框架和更严格。
长参加一所学校，因为他们有自己的学校和社区的承诺。 没有支付，但已经开始被滥用。 们放弃我们的时间 - 时间，我们可以与家人或我们自己的企业工作的开支。
们的书记半开玩笑地说，他期待的省长辞职是由于治理负荷增加筏。 没有错 - 它会发生，以及对学校的实际损害。
个这些ititiatives代价的，我惊讶于教育管理的地方当局一级的军队。 无法想象他们做什么，以增加任何价值。
头部负载过教师成长 - 我们现在非常能干的领导，她花费80％的时间在管理时，她也spen教学80％。

不同意这篇文章的第一段，为何对修正主义学术等待通过在20-30年的判决，除非其要求本届政府偿还他们的养老金？ 99000000000一年浪费根据一些资金来源。 torys和自民党要求的答案应该是现在。

此期间我不知道有多少人会继续置于国家制度及其子女的官立提出税务宽减家长送子女到其他课程的自费，学校。 想我们会看到一个踩踏说明零信心政府殿，政治上正确的，巨大的投票目标的基础，速度惊人不足和考虑不周的教育政策。 球上的反对派在哪里？ 能够加强和挑战，这对社会和财政没有hopers可笑的一群？

个政府被称为保姆国家，但它确实是一个保姆的人早已谴责老年，不适宜的保姆洗澡清除，更何况是一个国家和取消收费（我们）的社会关怀。

用旧的报价都努劳工在设法做的是增加一个单级的数字 - 它提出了老3卢比至6 r的，辅导读，辅导'铁蛋白'和补救'算术..

是不要忘记，让我们讨论教育，这是一个问题驻留180度远离教育...和thatsa完全不同的咆哮

非所有的东西布莱尔说是一个谎言。 还记得布莱尔后不久，他的诚实，非常奇妙笑脸一个公开演讲，他加冕，入境事务处，入境事务处，入境事务处。
然，优先考虑女劳工，一个和所有的皮革地狱到它坚持了他们的集体牙齿。
字看起来也有好处，蓬勃发展，我认为这个词的。
是我们现在需要的，绿竹笋。
此，诚实和开放的政府是最好的政策后，嗯！

完以上所有，也许每个人都缺少一个点或2。 个最好的事情，孩子们响应（和影响采取了学习）的课堂纪律和良好的教师，可以教。
此，让我们打开1500年的新文法学校，涵盖前教的学科。 我们把1000下的文法学校翼小学的投入的地方 - 好教师的评估和最佳做法和纪律。 我们再比较小学和综合 - '' ''平等的结果对一个已经证明工作制劳工的口头禅。 一点是正确的，650亿并没有改善学习。 费顾问和新迫击炮数十亿美元提高10％没有 - 事实上，对员工的影响和工党的新建筑物所造成的学生推出批发，拆非常好的校舍，将在他们的地方院校取得了巨大的代价，除非什么。 联合会已经在其以惊人的所有影响。 们是彻底浪费，并应在议程上拳打脚踢。 我们所有时髦废话摆脱无论是无效的教学方法，没有制服，没有教室处罚，从头开始。 我们在开展教学培训学院的左翼分子和方法清场 - 让我们为妥善小学各科教师要求，明确界定每个主题，然后让所有的儿童到中学教育有可能在他们带与英语和数学的机会。

采取劳动10年，650亿元，断送了一代儿童教育。 一的答案，这是政府和激进行动的改变，纠正管理不善的无底深渊。

“是什么的想象力不错，私人学校，由于其庞大的费用和投资应接受团体的地位。是不是因为他们都是奇数学生免费或允许当地社区使用其设施偶尔？2

不知道莫比5000年减少纳税人支付，教育儿童的丰富，这意味着有更多的钱用于其他不幸。

动教育的记录已被贫穷，但不要忘记，保守党共同承担责任，我们现在 - 支持comprehensivisation，引发了学术严谨攻击（集中由对课程和考试内容的控制，使我们有中等教育证书） ，允许任何何大学成为大学等等。 对他们的建议遵循瑞典模式欢呼（虽然我不知道有关这拥挤的实用性岛），但我在卡梅伦拒绝回仅存的文法学校绝望（这未必是在上'最好'的学校在增值的，但可以依靠悄悄地得到与他们做什么）与金马伦和戈夫不来他们的党的贡献，目前的混乱清洁。 他可能得到我的选票，如果他承诺禁止指为'学生的学校的学生。

未来15个月，让我们咆哮。 有劳动发生的问题，希望这一点，或者情况很快改变。

我们希望，然而，钻石戴夫听取市民的声音，并有足够的理智，置于学校主管，谁能够解开这个可怕的混乱的人。

幸的是由于国家的大小和官僚主义的理解水平，在英国的政策变化，像拉掉头的航空母舰。 应高度重视教育。 果他当时有一个外部的机会，我们可以看到他的第一任期结束时的利益，通过过滤一些。

在，只可惜这些孩子们，使他们彻底失败的政府。

未来15个月，让我们咆哮。 有劳动发生的问题，希望这一点，或者情况很快改变。

我们希望，然而，钻石戴夫听取市民的声音，并有足够的理智，置于学校主管，谁能够解开这个可怕的混乱的人。

幸的是由于国家的大小和官僚主义的理解水平，在英国的政策变化，像拉掉头的航空母舰。 应高度重视教育。 果他当时有一个外部的机会，我们可以看到他的第一任期结束时的利益，通过过滤一些。

在，只可惜这些孩子们，使他们彻底失败的政府。

来，虽然工党已经复制失败的纳尔逊曼德拉在南非系统

往常一样对你，主席兰德尔点。

是耻辱，是newlabour社会;那里受过教育的人都应该尊重他们的水管只如果他第一次尝试一个d -菲尔在管理科学。

是恶意的社会工程和实验，将花费我们很世代亲爱的。

呆子决定，我们都是平等的？ 显然不是这样，智力，精神或专业。 怕的多文化的包容各方的议程已newlabour的'进步'在过去12年的议程是为了保持在尖端政治类和我们其他人的空气奋斗把戏。

希望他们深入到政治历史上最大的失败和newlabour永远是被炸得四分五裂。

可以;吨就来不及了。

你很多经典。
的学位成本主要是由纳税人支付，而不是您支付的费用。 数学（笑话）。

laveen。 果你想成为一名律师，学习法律。 信我。 知道这些事情。 然来想想看，它是律师，似乎谁坐在板凳上前线，并搞砸了该国。

为什么要基金的成本为您古典活命亚里士多德，柏拉图及其他想法？ 们不能只把他们的电脑光碟，并保持安全的地方？

在象牙塔很多打算手在街上，看到了16年生谁得到有效的就业能力广大。 不会给他们工作蠕虫减少一半。

不捕捉所有这些华人与印度人浪费时间学习盎格鲁撒克逊的东西（有课程回顾谷歌它），他们重视他们的教育和正在做的计算机学和化学。

弃毫无意义的程度。 我们有一些科学家，工程师和医生培训和投入获取离校提高速度更多的钱。

同意这个最。 而，它是完全不公平的指责的弱智化考试的全过程劳工。 一进程作出安排爵士基思约瑟夫，并深受当时工党于1997年通过先进。

杰夫兰德尔的论点有关问题的人数达到c级成绩是，c级是颁发给平均实现人的定义，如果每个人都获得了c级则没有学生将低于平均水平（这显然是不合逻辑）。 然，我们必须确保尽可能多的基本方针，但它是现实生活中总会有一些人谁达不到好成绩。 要的私人学校总是会得到更好的结果，除少数例外，高于平均comp，因为他们采取高收入的父母，经常在学术上选择报考限制摄入量，comprehensives趁他们所有的收入的性质和能力。 的，我们应该鼓励文法学校，父母，希望他们（虽然有在中学现代人关注的中等教育证书的结果），在上方的私立学校和教育券奖学金，使更广泛的选择使用，但杰夫兰德尔需要面对现实世界！

夫

然昂贵的具有优良的设施实现共享这些资源，造福整个社会有很大的私立学校。 的意见只是言论哪类鼓励一流公立学校最终取消，或者至少是收费上限。

完以上所有，也许每个人都缺少一个点或2。 个最好的事情，孩子们响应（和影响采取了学习）的课堂纪律和良好的教师，可以教。
此，让我们打开1500年的新文法学校，涵盖前教的学科。 我们把1000下的文法学校翼小学的投入的地方 - 好教师的评估和最佳做法和纪律。 我们再比较小学和综合 - '' ''平等的结果对一个已经证明工作制劳工的口头禅。 一点是正确的，650亿并没有改善学习。 费顾问和新迫击炮数十亿美元提高10％没有 - 事实上，对员工的影响和工党的新建筑物所造成的学生推出批发，拆非常好的校舍，将在他们的地方院校取得了巨大的代价，除非什么。 联合会已经在其以惊人的所有影响。 们是彻底浪费，并应在议程上拳打脚踢。 我们所有时髦废话摆脱无论是无效的教学方法，没有制服，没有教室处罚，从头开始。 我们在开展教学培训学院的左翼分子和方法清场 - 让我们为妥善小学各科教师要求，明确界定每个主题，然后让所有的儿童到中学教育有可能在他们带与英语和数学的机会。

采取劳动10年，650亿元，断送了一代儿童教育。 一的答案，这是政府和激进行动的改变，纠正管理不善的无底深渊。

越对教育在这个国家没有读越我认为已故kyril康恩布鲁斯是precient。 的短篇小说“行进低能儿”，完全说明了所谓的“教育”的状态已经达到。 mccavity / bliar主持了一个制度，它产生了一代一无所知，什么也不做白痴。 些可怜的谁有自己的生活机会，毁了孩子，我也很同情。

在浪费你的呼吸杰夫。

膝的联系时，您提到的成就之间的大专教育水平和自主中学教育，只不过是责怪执业精英和学生对国有企业面临的歧视甄选小组本官立，下意识反应。

没有意义的期待新工党看到他们的荒唐教育政策有害的影响，因为它们是由倒置阶级仇恨蒙蔽。

人沮丧，即使我们有机会投票，保守党官立，也不能保证这种情况不会得到任何改善。 梅伦似乎吞下的观念，我们必须尽可能的进入大学的很多年轻人，不管发生什么。

命进行更多的美发技术和高尔夫球场管理昏庸学位课程。 不想贬低谁的人在社会中履行这些非常有用的功能，但你真的需要一个大学教育成为他们能胜任吗？

顺序 - '支付更多的资金用于在课堂上更短的时间更助理'？ - 不跑的想法，这是这样的事情的声音。

离开了充满挫折感，我被命令花费的时间越来越少，我的课课堂教学在2003年教师（其中交给了助教谁甚至没有a水平）和我的硕士专业学位我教学奉命花费40％加上我的时间写作的政策，以及制作有关课程领域的教育标准办公室文书工作。 如每一个学校的老师。

惠的孩子？ 零。 积极损坏他们的学习，但都在纸上看起来可怕，这是本届政府的所有可爱的关心。 育标准局只读取文书工作。 上被预计将产生字面天我自己的时间价值的文件，描述一分钟一分钟我打算与我的课，检查一次，即校长，以确保它存在的，从来不看再次在结合了出色的结束半任期（标准办公室所有），管理该吃了几个星期的教学时间和彻底破坏了孩子，而生产资料我可以无需测试全部得到毫无意义的测试？ 不起。 教其实是因为我喜欢教孩子。 不作政客该死的，我不是一个秘书。

果你不工作的教育，那么你需要在每一方面都想像土地教室，一个大，适合与老师和孩子们policitian站在贪婪占用一半以上的教学时间和精力。 是关于'标准'和政治上产生有用的统计，受到威胁。 子们是不是在任何地方要优先处理。

奥娜钩
有被指控太太。

'当.. 历史，'
于'在做了所有的钱去了？

么杰夫，有人已经写自1997年起对mclabour的10个前几年的书，它使可怕的阅读。
为'浪费'是图一个惊人的浪费
3万亿美元的冠军
议。
这之前gurner戈登'领导'我们把'母亲的坑洞'！

四频道都覆盖]对邮寄发了同样的问题[图书内容？下周一晚。

pewkatchoo
我直言，m'spouse是一个讲师，我盾之skule。
能是最聪明的孩子没有经典的程度！
一想，如何吸引新兵，他将一直与计算机学博士“

克夫人在10.51

。 定是“光明”？
们这里比较两个人，而不是三个或更多。 更skool，也许？

望我能解释一下什么是劳动党和社会主义，是所有关于杰夫。
1财富重新分配了大规模的教育，卫生，地方政府邮局等公共开支计划等。 育是否成功与否，或过于昂贵，是无关紧要的。 拿从丰富和给穷人。 用“高道德理想”的教育和护理作为劫贫济富借口群众。
2.after 10个左右的社会主义年，当大家意识到这是不工作（字面！）只要继续开支，挂的后果。 将购买现在之一膨胀的公共部门的选票，并破坏整理混乱的对立机会。

很同意咆哮的nat - 慈善团体的地位是一个该死的不便。 脱它我说。 可能意味着费用上涨，但我可以负担得起。 将是值得的公正，所以我的儿子的学校并没有把与3名当地的学校使用的游泳池每周三上午和使用他们的运动场每周两次。

不是我们的错，安理会建立在他们的操场超市。

真地说，这是关键所在：政府在作出更比我们的孩子提供设施的钱感兴趣。 立学校是侧重于投资的利润回教育。 耻，政府不是。

新的gcse课程教学德国明年更比简单化最后一个下来，这将成为*全面，很快... 育nirva几乎是这里

磐...

乎每天都会有一些没有组织或强调它们与现行教育体制的严重问题，产品远销机构的报告。 只能认为，目前的政策是降低一切愚蠢的范围内，越来越多的'机器人'通过简单的考试，因为这样政府可以说，'瞧，我们已经提到了教育的标准，因为所有这些学生已达到如此很多'好'成绩'。 写经常教育局长与我的看法总是认为，部长们满意目前的考试制度和标准正在上升的反应。 什么我们没有更多的保守党攻击？

人穆克 - 因为我们为我们的univer4sity教育支付费用，我们应该允许我们选择学习什么，而不是被一些共产主义国家控制器限制，如您向我们发号施令。

识是自由。

有的研究是有价值的，所有的知识，使我们看世界以不同的方式，挑战布朗和其他极权喜欢。 于没能学习你们的课程描述为'古''知识巨额排序 - 因而想法 - 将丢失。 '爱好者在按照这种事情'是远远不够。 觉得是相同的，今后所有考古学家应减少到与金属探测器风衣的男子？

一天，语言，您正在使用的将是'古'和所有的智慧，历史知识和洞察力永远丧失，以及亚里士多德，柏拉图，托马斯阿奎那等其他外（对不起，'amunkst uvvers'是不是确切的翻译，但可能更多您的口味，更符合您的未来培养的构想相一致）

们不是都愿意接受，我们将在这地球上，为国家的饲料和大企业和广大oncomes安全和他们的退休金。

个有趣的文章。 吃了一惊，我立即对此然而，没有对局势的复杂性表示赞赏。

的，所作的一些观点是有效的，世界远非完美。 过，文章的语气和以下几点意见，更简单的偏见和浴缸1比有道理的争论重创。 似乎是迎合事情先入为主和无知的看法，而不是一个平衡和智能的评价。

个有趣的文章。 吃了一惊，我立即对此然而，没有对局势的复杂性表示赞赏。

的，所作的一些观点是有效的，世界远非完美。 过，文章的语气和以下几点意见，更简单的偏见和浴缸1比有道理的争论重创。 似乎是迎合事情先入为主和无知的看法，而不是一个平衡和智能的评价。

正的腐烂是 - 在教育机构的教师培训学院和教育学院等。 些狂人已获得根据政府现行的自由发挥，并带来了一个世界上最大的国家教育系统瘫痪。

定马克思主义的主导思想，例如每个孩子都是平等的，竞争是弥天大罪，是正确的拼写和不相干的精英确实是音乐，文学，历史（除非它是如何邪恶和坏的英国人），他们始终拒绝接受语音是阅读教学的唯一有效方法;这些，和许多更多的疯子的想法是在对不起国家，我们所处的底部

到有一个完整的清洗系统从我们绝不会回到正轨这些人。

i thank god every day that we can afford to send our son to a private school.

back in the early seventies we had just cause to remove our children from the state education system. on recounting our reasons to a good colleague of mine, he mused into his beer and said:- well your kids a lucky; but think of all those left behind. they will be running the country in 40 years time. heaven help us.

ranting nat - parents who pay to send their children to private schools also pay taxes towards the cost of state schools. they are paying twice already.

i'm sure you would regard setting up a school in rwanda or darfur as charitable, so why do you not think schooling in your own country is charitable?

why do you hate so much?

jeff randall's article has added
to list of woes surrounding
current, british educational
统。 no recent report has
offered any hope, praise or
adequate, practical solutions to a system that has seriously deteriorated. the most recent comprehensive primary review was an indictment against the entire system that has failed to teach or graduate competent, functional or productive students.

but, the greatest revelation
from mr. randall's article is
that the system has consumed an
aggregate of 650 billion pounds in one decade of labour administration: 1998-2008; to produce the dysfunctional system and operations. this amount rivals the entire british annual budget.
averages 65 billion pounds a
。 and, this is higher than
the uk's defense budget that
averages 45 billion pounds a
year--still the second or
third-highest in the world. the question becomes why does british education produce such
third-rate quality education
after this massive education
expenditure?. the irony is that in one of my past, numerous commentaries on education,
per-capita education spending in the most recent budget averages $8,000 to $10,000 for each student in britain and the
united states--also. one of the highest in the world. yet, both nations compile some of the worst education records and performance statistics in
world rankings; especially in
the areas of science and
mathematics. which begs the
question, what do nations with
smaller education budgets and
better students' performace have
britain and her american
counterpart don't? maybe, it's the resilience, hard work and
determination. also, there too,
education statistics are not as
important as students' learning
and real classroom performance.
teachers are unlikely to be
threatened to produce good
graduation numbers for politicians for electioneering;
or lose their jobs. so, grade
inflation, dumbing down of
education are unlikely to
dominate teachers' methods and
consciousness in order bid to save their jobs and apply the
"no child left behind" classroom
syndrome--pass or fail in real,
natural apititude--"everybody
deserve a pass". this is the
kind of educational, classroom
psychology current policies have
产。 and, it has had a
devastating effect on british
education system with alarming, susbstantial number of students
graduating from high school--the core of basic education--
without functional reading or
numerical abilities.

i deailed some of these problems
in my commentary under simon
heffer's jan. 30 article: "this is why britain is a failing nation," (jan 31, 10:18 am). solutions are hard to find. but, i offered some recommendations in this past commentary. the most outstanding solution is not to
politicize education. 为，
the future of the children, the
future of the nation is at stake
when that's done. teachers should be given more flexibility
and independence they asked for
to put what they learned into
践。 more funding should
allocated to teachers' pay and education by shifting budgeted
funds to teacher training where
teachers can obtain loans to
further professional training
during non school-session season
年。 and, upon completion of training commit to service of
at least stipulated number of
years in some remote areas that
need expertise of teachers.
then, the teachers should pay
back the loans with minimum
deductions from their regular
pay checks, if they waive the
national-teachers service
contingencies. a near similar
innovation is proposed by
the administration. but, more
liberalization is needed by
way of teachers' independence
and standardization of school and removal of elitism and
privileges that benefit only
children from upper-class
background in british society.

it seems the problems in british
education--once the envy of the
world, with its near-military
preparedness, which i received in a foreign commonwealth
education system--are now
定。 the other problem now is implementation. 助
level, given the tightness of
the recession, is reasonable.
but, jaundiced, dysfunctional
and meddlesome approach of
school administrators at the
instigation of giovernment
officiials and politicians have
damaged the fabric, nature and
honorable principles of british
education. they must be restored.
igonikon杰克，美国

to lady muck,

i disagree that we should not offer degree courses unless they relate to the future. from my knowledge, there no course in 'anglo-saxon economy'. similarly degrees in classics show that someone has a way of thinking entrenched in logic. history (the subject that i am reading) is much the same. history is one of the most desireable arts subjects on offer and is in some cases more desireable than an llb to practise law.

previous governments i'm afraid bought off the 'coping classes' long ago. all with the carrot, that in a botched, gerrymandered politicised education system, they would continue to prosper. be it in the last remaining grammar, quasi comps, grant maintained, pseudo faith, and independent schools. well now the proverbial chickens have arrived. take back control from vested 'professional' interests in mediocrity, and the politico's philosophy for state schooling: 'stack 'em high and sell 'em cheap'

i have never understood nulab. if the idea was to send more people from low income families to higher education, to improve their prospect, then what happens when this is achieved? if an individual works hard at school and gets a well paid job as a result (or makes a significant financial sacrifice) to send a child to public school, then it seems this is not part of the master plan. it seems that the intention of nulab is to reset the clock back to zero for every generation. pointless jealousy. its human nature to want to better oneself, and to do the best for your children. nulab is going against nature in its desire to reduce everyone to the lowest common denominator. wasn't this what pol pot tried to achieve?

when we oppose the imposition of a uniform state monopoly over education, it is not for the sake of privilege, but, on the contrary, in order that the area of choice can be widened and made available to more citizens, that the talented children of the poor may have the best education in the environment most suited to them. we are opposed to using children as guinea pigs or spare parts for social engineers to experiment with. we are opposed to any policy that denies to parents the right to spend their own money on their children's education if they so choose.


sir keith joseph, 19 october 1974

"by what stretch of the imagination is it correct that private schools, with their huge fees and investments should receive charitable status. is it because they take in the odd pupil free of charge or allow the local community to use their facilities occasionally?2

i dont know maby the 5,000 a year less the taxpayer has to pay to educate the children of the rich, meaning there is more money for other less fortunate.

what jeff randall's article
reveals is the substantial amount of funding that has gone
into british education system
without impressive results to
show for it: 650 billion pounds
in the decade--1998-2008, which averages 65 billion pounds a year. the total expenditure is almost as big as britain's one year budget. and, on annual
average, the education spending
is bigger than that of defense.

in a past commentary, i figured
out and cited that british and
american per-capita education
annual spending averages $8,000 to $10,000, which is one of the
highest in the world. which begs
the question: why are nations
with some of the highest
per capita education spending in the world, also, producing some of the worst scholastic statistics and performance in world rankings;
especially in science and mathematics? the problem is compounded with graduation of substantial number of students with dimished leaning, reading and numerical capabilities. perhaps, it's the resilience, hard work and determination of students. or, maybe, it's because of the independence and flexibility of teachers in not having to teach to produce the arbitrary numbers demanded by school administrators at the behest of politicians and top government officials who have threatened them with loosing their jobs if they fail to meet the "production quotas" for election purposes. so, in other not to lose their jobs, teachers
embarked on their own "no child
left behind" policy with
oversimplifcation, dumbing down
and grade inflation pervading
the system in attempts to
generate the "passing" numbers
and statistics top government education officials demanded.

the pressure from top school
administrators and the threat
against teachers to produce
passing results quotas--willy-
nilly--has had a devastating
impact on education. 多
recent reports have identified
this problem, along with
several recommedations: career
incentives, encouragement of innovations, flexiblity and more
professional independence for
teachers and individual school
systems, presentation of plans that work for approval and
incorporation into progressive
education, which was how the
recent comprenhensive primary
review amassed detailed facts
about the failing educational school system, and possible
决方案。

standardization in funding and
equipment will help. elitism and
privileges need to be abolished
in british educational system.
the concept of children of
top middle-class families exclusively attending the
best-funded, and best privileged
schools, leaving the rest in
underfunded, dysfunctional school systems, is a part of the problem.

the problems have been disclosed
and identified in several,
recent reports. 们面临的挑战
now is attitude adjustment
and implementation. some of these problems, issues and
recommendations were highlighted
in my commentary under simon
heffer's jan.30 article: "this is why britain is a failing nation," (jan. 31, 10:18 am).
igonikon杰克，美国

...and because there was so much cheap credit sloshing around, blair/blunkett were able to hose the education system in money and justify their policy on that basis alone.

果？ waste, expense, bureaucracy and little if any improvement.

bring back selection, 'frills-free' independent schools which charge a reasonable fee, proper vocational training from 14 for those not wishing to pursue academic education, and give real choice to parents by by-passing the lea's.

mixed ability schooling is deeply unfair. it is unfair to teach children with very different abilities, interests, character and skills the same material, the same way and all together. this denies most children the appropriate education they need and want to lead a happy and productive lives, causes social conflict and damages the self esteem of those least able to survive it.

mixed ability teaching is considered fair because of the prevailing view that ability is socially determined but this view does not stand up to a moment s scrutiny. people are infinitely variable in almost all faculties, it starts early and this persists over time and only partially modified by education. indeed, educating children who are very different in ability exaggerates differences and increases conflict which partially explains the huge numbers of neets, violence and alienation that so characterises our youth since the beginning of the comprehensive experiment so it is unfair and destructive to teach them as if they were all the same.

by what stretch of the imagination is it correct that private schools, with their huge fees and investments should receive charitable status. is it because they take in the odd pupil free of charge or allow the local community to use their facilities occasionally? tell me the exact criteria for conferring such a tax rebate. surely the logic of the position is that any private business has the right to charitable tax privileges if they happen to aid the local or global community or pay for employee studies out of company resources?

for 50 years the deliberately provocative and subversive liberal-left have knowingly and deliberately been perpetually poisoning, violently kicking and viciously torturing the successful half of our country's education system instead of supporting the weaker half.

blinded by nonsensically immature anti-establishment dogma they have malevolently been sinisterly attacking the wrong animal, when all along, as balls has sheepishly now begun to admit, the real failing has been the selection process.

the eleven plus was never perfect, but even labour
'idealist think tanks' have yet to find a better replacement other than a lottery for all.
trouble is, a lottery doesn't offer convenience or choice or an environment friendly solution.

could it be that balls has suddenly realised that his own kids are fast approaching his government's own shambolic arbitrary selection mess?
surely it's not another usual super-spun mclabour
'initiative', when we later surprisingly 'discover',
after his plethora of grand media performances, that one traumatised family were this week 'left in tears' having just been told that their
triplets had each been
'allocated' different schools!

two observations jumped to the front of their queue on reading jeff randalls "how we all lose . . ." [comment, thurs 5 mar 09].

one is a surmise that, in an increasingly litigious era, here are class actions waiting to be launched, once the now adult school students from the past three decades, and some of their parents, realise how much they have been duped by facilitators pretending to be teachers, and edubabbling masquerading as schooling. it evokes question like those about who was running the asylum or the penitentiary, and who and where were the adults back then.

the second wonders how many of these edubabblers in academe have ever mastered a (real) skill such as those in high-level sport or music performance? success, and not just at tiger woods standard, in these activities demand hours of routine, and yes, repetititive, practice, particularly before reaching adulthood, so that the grip on the violin bow or the bat, the routine of a forward's kicking for goal or a soprano's reaching the top notes is unconscious. in the same way, "the automatic recall of how to write the letter t or the product of six and seven frees up the mind to work on more complicated tasks", as my australian national broadsheet of choice put it, in an article on children never having been taught even the most basic of skills.

the words of the hellenistic mathematician euclid to his king ptolemy i soter, over 23 centuries ago, remain as true now as then: "there is no royal road to learning". actually, it was "to geometry", but same difference.

what lies at the heart of this are two things. the first is the extension of equality of opportunity, a laudable ideal, to enforced equality, which is a disaster. the second is labour s fundamental misunderstanding of what a so-called knowledge-based economy is. labour seems to have believed that it is all about academic skills when even the simplest understanding of the components of human capital could see that it is not just that. the greater system of intellectual capital may be the best way we have of describing how companies, industries or nations work but to believe that all that counts is stuffing as many people as possible into universities shows a staggering level of misunderstanding.
in its spending on tertiary education and the levels of attendance the uk is actually quite similar to other advanced nations and is still second in the university rankings behind the us. this excellent performance sits squarely on the shoulders of pre-1980 universities and has nothing at all to do with the ex-polytechnic universities.
labour needs to go and re-learn how things work and re-invent itself and the sooner the better. it should take with it the army of politically inspired meddlers. i hope that the conservatives will bring in some traditional values and some pragmatic advisors who know how things really work and what society and industry needs to be the best in the real new world order. i hope the conservatives will reduce the social security incentives to idle, celebrate success and raise the profile of vocational engineering.

a couple of posts have mentioned guardian readers in a more than derogatory fashion.

however, if they were to actually log on to the guardian website and read the comments and postings there, they will see that even the guardian now treats this government with the derision it deserves.

better late than never, but it would be interesting to know how such guardian reading converts vote at election time.

nothing breeds resentment in a child more than being considered to be the class "thickie". why oh why are children allowed to progress to the next year without having been tested to ensure that they have gained a reasonable "pass" in the year just finished?
education is like a brick wall. how can anyone expect to build up to a reasonable height when what sits underneath is likely to fall over under the pressure of the load?

what children need is a solid foundation on which to build their learning and no-one will ever convince me that all kids are the same and can be taught at the same pace unless all are taught at the pace of the slowest.
the results of this are there for anyone to see. teenagers unable to read, write and do basic maths when they leave school. is it any wonder that children are truanting more and more?
ask yourselves this; would you want to voluntarily attend, on a daily basis, an institution where you are routinely made to feel totally stupid because you don't understand what you are expected to learn and are too scared to speak up for fear of being ridiculed?

夫

for goodness sake get yourself a tory seat, put some backbone into the half-arsed tory leadership and get gormless to explain himself in the house. as you won't come with any political baggage it will mean the likes of harriet harperson cannot evade awkward questions like she did at pmqs this week.

心

churchill said: "there is no worse mistake in public leadership than to hold out false hopes soon to be swept away. the british people can face peril or misfortune with fortitude and buoyancy, but they bitterly resent being deceived or finding that those responsible for their affairs are themselves dwelling in a fool's paradise."

churchill's remark was based on the relatively well-educated british people at that time.

unfortunately, the last 10 years of labour state education have created a dumbed-down population of "untermenschen" incapable of comprehending the deception that has been perpetrated.

i am pleased to see that jeff randall has re-iterated the quote from churchill that i posted a few days ago on the dt. fool's paradise = labour. i am not sure that this post will appear. could be the fault of the dt or gchq cheltenham. labour are now trying to supress ons statistics and brand their release as "sinister". words fail me.

churchill said: "there is no worse mistake in public leadership than to hold out false hopes soon to be swept away. the british people can face peril or misfortune with fortitude and buoyancy, but they bitterly resent being deceived or finding that those responsible for their affairs are themselves dwelling in a fool's paradise."

churchill's remark was based on the relatively well-educated british people at that time.

unfortunately, the last 10 years of labour state education have created a dumbed-down population of "untermenschen" incapable of comprehending the deception that has been perpetrated.

churchill said: "there is no worse mistake in public leadership than to hold out false hopes soon to be swept away. the british people can face peril or misfortune with fortitude and buoyancy, but they bitterly resent being deceived or finding that those responsible for their affairs are themselves dwelling in a fool's paradise."

churchill's remark was based on the relatively well-educated british people at that time.

unfortunately, the last 10 years of labour state education have created a dumbed-down population of "untermenschen" incapable of comprehending the deception that has been perpetrated.

good article jeff. once again and again and again a labour admin in serious finacial trouble. they are incapable of running any kind of project, they never know where the money is or was but there spin is always at the front and they collectively rubbish anyone else for thinking different to them. the last few weeks have been a continual smokescreen to cover their incompetence. and now we are on zero percent while the celebrity news readers and chattering classes blame lady thatcher, who cleared out the troubles which caused 1979 but 11 years of labour quickly turned the clock back. please let us get shotof this moronic bunch.

unfit to run a whelk stall?

double the headline cost and an academic product utterly discredited at every level and impartially so in world league tables of educational standards down which we are cascading.

noddy gcses and a level grades - noddy university places - and (no) noddy jobs at the end. one size fits all imposed then a slide in even basic standards like the 3rs on the hapless victims.

deconstructed this is social engineering with taxpayer's cash - we shall end up with young adults who have gone through a politicised debased education, many of them unscathed by learning, with the real effects on unemployment concealed by shoehorning twice as many out of sight for up to 3 years in university places that were not justified - in loony subjects which will not lead to employment. meanwhile those who didn t go to university are our expanding rump of neets.

everything has been about concealing the truth, obfuscating the outcome, deferring realisation as to the mess - even augmenting the client state labour has been building since 1997.

no self-discipline learned in homes financed by the state, none imposed in thousands of schools also its responsibility - the outcome is plain on our streets and in behaviours this government essentially encourages with benefits - like teen pregnancy, all at a very high cost to the taxpayer.

better buildings do not make better schools; higher salaries do not attract better teachers; politicising the curriculum and reducing grading breakpoints does not make for better academic results; testing and retesting without acting on the results does not improve skills - these are common sense observations any caring parent can make for themselves.

060309-10:05

everything has been about concealing the truth, obfuscating the outcome, deferring realisation as to the mess - even augmenting the client state labour has been building since 1997.

no discipline in homes financed by the state, none in hundreds of schools also its responsibility - the outcome is plain on our streets and in behaviours this government essentially encourages with benefits - like teen pregnancy: all at a very high cost to the taxpayer.

the simple fact is that, ironically, the labour government has failed the working classes more than anyone else, and the statistics bear this out.

it's not just education however. the massive revenues over the past ten years have been squandered on ill thought out initiatives, but there has been a failure to invest in industries that would have paid off in a recession. where is our transport system, what is our energy policy? they bleat on about climate change and green jobs now, but have failed to invest or encourage industries associated with this over the past ten years.

个有趣的文章。 what struck me about it immediately, however, was that there is no appreciation of the complexity of the situation.

yes, some of the points made are valid and the world is far from perfect. nevertheless, the tone of the article and the comments that follow, is more one of prejudice and simplistic tub thumping than reasoned argument. it appears to be pandering to a preconceived and uninformed view of things rather than a balanced and intelligent appraisal.

lady muck 'no more degrees in ancient languages, history etc'. as someone with 30 years of well paid uninterrupted employment, after gaining a degree in history, i fail to see your point. a degree from a good university, in any subject, will give you the ability to think and write coherently; to solve problems; to be analytical etc. how many of our current graduates, having a degree in `journalism', or 'media' (surely job related), are now stacking shelves in supermarkets. the failure of this government to get working class children (i was from a very poor family) into good universities, is a scandal.

labour politicians assume that a good school is a good school by virtue of the buildings and teachers alone. it does not seem to enter their minds that the pupils and their parents impact on the quality of the school. the aspirations, valuing of education and discipline instilled in the pupils by their parents and the participation and responsibility of the parents are essential qualities in the good school mix.

change the intake and over-dilute this essential contribution to the mix and the quality of the school will change.

i was born to working class parents in 1939 in northern ireland. my father was then a labourer, my mother a housewife. the 11 plus had been brought in about 1947 and i sat it in 1950. i passed and went to a grammar school which catholics were forbidden to attend by the catholic church. my father defied the church and sent me this took great courage on his part. my parents valued education very highly and i was encouraged to read from an early age. unfortunately too many of labour's underclass voters do not share these values today. because of my parents' courage and farsightedness all those years ago i was able to later become a barrister, the first of my family ever to achieve such a qualification. i now have grandchildren, some of whom are very intelligent and who are condemned to bog standard comprehensives because my children cannot afford to educate them privately. i would not want to be a parent of young children today. however there is a bright side to today's lower standards, my fails in 'o' level latin and chemistry are now probably grade b passes!

social justice is a favourite objective of this government. how often do we hear ministers spout off about addressing the inequality between rich and poor. what they refuse to admit that this growth is between the educated & ill educated, directly attributed to their failed education policies. they place the blame on the parents wishing to give their children the tools with which to succeed in a very competetive world. but then again, envy has always been the great engine driving labour.

"most of us, i suspect, would have swallowed declining productivity in return for a meaningful, albeit non-commensurate, jump in standards"

a good article, and i usually have a lot of respect for your writing, mr randall, but surely, output in education (output being an important input into any calculation of productivity) should be a function of standards. obviously public sector output is a difficult component of gdp to evaluate because there is so much subjectivity, no true market, generally only one buyer (the state), and political influence / interference. however, to the extent that anyone attempts to measure it, educational output has to take into account standards, surely?

hence we cannot have what you describe as declining productivity at the same time as rising standards (unless the quantity of students falls dramatically).

must do better in future! +

why is it that parents who wish to send there children to better schools are blamed for the standards in the poorer ones. surely the supplier (those teaching and managing the school) and the procurers at the dept of education and local education authorities should take all the responsibility. it is not for me to correct the system only to seek the best for my children. giving parents "choice" may work if there was over capacity but not with the current structure.
the current hurdle target of 5 gcse or "equivalents" is totally debased and abused and is only seen as any use by cynical educators. if my child does gcse pe he will receive 1 gcse, however if he doesn't take it the school will put him in for 2 "equivalant" exams in half the time! how can you trust them!

pewkatchoo
with respect, m'spouse is a lecturer and i have dun sum skule.
possibly the brightest child did the classics degree !
think how attractive a recruit he would have been with the computer studies degree.

surprised to read that swansea 'university'has dropped 'beach studies' from their curiculum.
however,the baton appears to have been picked up by bournemouth 'university'at a reported cost of 100,000 per student per year.
they must,however,buy their own board!

you omit one other feature of the current system, whch may shock your readers. someone with "good" gcses may not be able to read and write: they can have a "scribe" who reads out the questions and writes out the dictated answers. i know: i've done it.

additionally, you can take a "foundation" level gcse - which is unbelievably easy and which can give a grade up to a b.

货的。 the worst part of it is that these guardian reading imbeciles have blighted the opportunities for working class kids for a generation while they send their kids to london oratory and the like. they should be strung up for their betrayal of the people they supposedly represent.

lady muck, i am afraid, does not have much idea about education. as an employer, i embrace the quickness of mind and ability to think differently about problems that some of the odder academic disciplines seem to engender. i had one young person with a degree in computer sciences and one slightly older with a degree in classical languages, guess who turned out to be the better programmer and problem solver? it is not all as clear cut as you would think. a classical education is equally as valid in todays world as it was 50 years ago. and don't even think of dropping history, or we then end up with a world of tony blairs.

aye jeff,
its a very sorry looking kettle of fish.
but people vote governments in,and not the other way round.
the great unwashed are in ascendancy, and abundancy in this country,prospering in 'rights' and other such unwarranted goodies (never mind the cash handouts).common sense has been relegated to the same shelf as the soft porn mags,as in these liberal times it is seen as 'too hard' to expect individuals to show a modicum of self responsibility,and self restraint.
the sheeple are not ready for drastic change,and so the slow unrelenting,insidious,ubiquitous rotting of anything worth having in this country will continue.i know we all know it but it is a splendidly apt quote for britain.....

'every nation has the government that it deserves'

(joseph de la maistre)

尔温圣莱杰（第一评论） - 您的评论将在按钮的右侧是这样的事实，你只需要获得15％左右，它不是通过普通中等教育证书。 当我们o级和自定义搜索引擎的日子，这些照顾的非学术性的学生，但现在大多是普通中等教育证书课程，任何傻瓜都可以让别人为他们做的工作... 题的一部分是低期望值，因此，国家很多学校/教师对学生的 - 当然，一个工人阶级谁不喜欢谁看到在作为一种脱贫其他国家的穷人的教育价值教育。

the officially santioned secondary school lottery said it all. you pays your taxes but who benefits is pulled out of a hat. the rest can go hang, but what ed balls is only now realising is the lottery losers also have a vote. the losers are not just in brighton in london one third don't get a preferred school place. and grammar schools have ten applicants per place. the government has the power to reduce that lottery to 1 in 5 or even 4. 过，哦，不。 remember, every family that does not get a place is also a voter.
how is it that one of the world's top ten economies cannot provide decent schooling for all its citizens? it is a massive failure of government.

"one in six pupils left school last summer, after 11 years of compulsory education, without a single worthwhile qualification."

regardless of which political party oversees the educational system the statistic you quoted is not surprising. the distribution of intelligence in the human population, by whatever measure you choose, is such that the bottom 20% is of very limited learning ability indeed. the lower 40% is capable, especially in the present complicated technological age, of leading a useful independent existence only if supervised. that your statistic is so is partly a consequence of the fact that almost all children are educated in the "mainstream" these days rather than being separated out and thus they occur in the denominator of such percentages.

let's not bemoan these children's lack of formal qualifications but rather determine whether they have received adequate help to fit into their future station in life.

the train wreck that is the economy is starting to plough into the back of failed medium to long term strategy. as the village idiot commented yesterday we will have to wait and see what happens . for those like him with zero imagination, the wait will be a short one.

合声明

"admission tutors are terrified of appearing to favour privately educated students. so they shut their eyes to evidence of the comprehensives' shortcomings and hope for the best" exactly, this is the problem, everyone knows what is going on but nobody will do anything about fixing it, so it gets worse. if we want a world class education system it has to be rigorous. ministers/educationists must face the reality that not everyone wants or requires a university education. bring back technical colleges for trades etc, too.

it is the government fudging standards. the original "o" level was meant only for the top 20% of 16 year olds -gcse has debased it. what we need is good technical education as in germany.

a level is not to be trusted either - the internation baccalaureate is a better indicator of ability. after 34 years in fe colleges i know

'one in six pupils left school last summer...without a single worthwhile qualification.'

presumably that also glosses over the lack of appropriate 'life skills', as in reading, writing and (calculator free) arithmetic?

a salutary article. i had thought originally that no government could be so far off base labour appeared to be with its education policies: i thought that perhaps ministers were realigning the educational baseline to conform to some covert standard decided upon by eu diktats in support of the eu supported nbic research. yet all we are seeing are illiterate and inumerate teenagers that have been thoroughly betrayed by a party of dishonest and frankly, treasonous ideologues.

jeff, i couldn't agree more with your analysis of the failings of the state school system. you missed one detail though, which is another manifestation of this government's propaganda war against those independent-minded individuals who have the audacity to vote with their feet and not abandon their children to the culture of anti-learning, violence and political correctness that is endemic to state schooling. and that is the offensive against home educators - moves are afoot to give local authorities the right to invade the private lives of home schooling families, a move justified by the shameful accusation that home education could be used as a front for child abuse.

labour governments have always left a mess even when people of much higher calibre were sitting on the front bench.

every day i walk past dozens of foul mouth scruffily dressed kids dropping litter and gobbing on the pavement as they wend their way to the local comp. it's about then that i thank my lucky stars i teach in a private school where high standards of behaviour and consideration for others are insisted upon.

i think the best way out of this social engineering mess created by zanu labour is to follow the voucher system used in much of scandinavia. sweden s education reforms in the early 1990s decentralized the system and gave parents a choice to send their children to state or private schools paid by the state with a voucher. over 90% of the parents stated in a recent survey that school choice and competition have improved the overall quality of education. the poorest are the happiest since their children can now go to the best schools for free. the ability to exit a bad school also gives a working class child the same chance as a middle class one to rise in the world. the initial hostility of the left has also diminished since even socialist politicians do not dare criticise what is popular with voters. the government budgets have not been hurt by having to finance children in private schools because municipalities have managed to close or cut expenses of the lower performing government schools. the swedish government provides the resources and sets some basic guidelines and then lets the private sector go to work.

good article !
i'd would have liked to have seen a little more on the construction skills shortage , where education has been replaced by certification , where 4 years at college have been replaced by a five minute chat in the back of car and those issueing the certificates get 500 .

like the failures in the banking system, the failures in education will cost the future uk econonmy.

a friend of mine is a secondary schoeol teacher, the local comp was so bad, through hard work, her son won a place at a grammar school 50 miles away.

her teacher colleagues were most upset that she dare make an effort and educate her son, and there lies part of the problem with the english education system.

the hugely increased funding in tertiary education should have gone to primary and secondary education.
those not going to university should be given apprenticeships in trade skills.
no degree courses should be offered unless they can be directly related to future employment prospects.
thus, no more degrees in ancient languages (sorry miss trimble), history (interesting, but just a hobby), anglo-saxon economy etc.