The people have had their say
Over the last seven months, independent education foundation Edge has collated the public responses to our 'Have your say'
campaign through Twitter, Facebook, LinkedIn, YouTube, TESConnect, blogs and via emails, online messages and at events.
The campaign makes the case that practical and vocational learning needs to be at the heart of education, alongside academic
study, to enable every young person to fulfil their individual talents and have access to many paths to success.
Through a high profile ‘call to action’ in the media, the public were invited to send their comments directly to Rt Hon Ed Balls
MP, Michael Gove MP and David Laws MP – who represent the three main political parties as the possible next education
secretary.
The outcome is the first ever election broadcast generated completely by the public, which is available to view and respond
to at www.edge.co.uk/haveyoursay
The quality of the messages has been encouraging, with response from the public reflecting the fact that 78 per cent* of the
population want to see more quality practical and vocational learning on offer to young people in schools, colleges and
universities. An overwhelming number of the thousands of comments collected support Edge's own recommendations on
changes to the education system set out in its Six Steps to Change Manifesto:
1.Give young students the opportunity to learn in the real world and be inspired by experts.
2. Replace SATs with a profile of a student’s abilities, interests and motivation which the student and parents can
contribute to as well as teachers.
3. At 14, let students choose a pathway which matches their aspirations.
4. Ensure all practical and vocational courses are taught in excellent facilities by teachers with relevant real world
experience.
5. At 16, students must be able to specialise further or change pathways.
6. Create more centres of vocational excellence in higher education, with the full involvement of employers.
This document compiles all of the written messages from the public that have been gathered throughout the campaign. They
have not been annotated in any way and are re-printed exactly as they were submitted by the public. They may contain
grammatical and spelling mistakes.
Messages specifically for each of the three MPs are grouped individually. Also included are those addressed generally to the
future education secretary.
Contents:
Messages used in the ’Have your say’ election broadcast
‘Have your say’ messages to Mr. Balls
‘Have your say’ messages to Mr. Gove
‘Have your say’ messages to Mr. Laws
‘Have your say’ messages to the next education secretary
* YouGov Plc, Sept 09
Messages used in the ’Have your say’
election broadcast
First name
David
Surname
Markby
Region
Berkshire
‘Have your say’ messages
The main reasons I would put forward for encouraging more practical/vocational training are as follows: 1. Many
young people are more suited to this type of training and will find it more rewarding. It will also give them life skills
more suited to the work environment 2. It will enable people to become wage earners at an earlier date with less
demands on their parents and lower levels of debt 3. The Universities can concentrate on those more likely to
benefitfrom their services and capacity and costs can be more easily contained. This could make 100% government
funding more feasible 4. The country needs practically trained people in all sorts of fields
Mark
Coleman
LIVERPOOL
Dear Mr Balls Thank you for the work you do as our Education Secretary. Please could you consider providing more
practical and vocational training for our young people, and - as importantly - developing a plan to raise the status and
profile of the same. As a Vicar I see many young people left outside the system and feeling "second class" for not
having academic success. Yours sincerely Mark Coleman
Andrew
Davison
Glamorgan
Sarah
Bevan
BATH
In response to your advert, here's a broad idea based on several assumptions: 1 Education could be improved if
children had better motivation; seeing how education is useful in the workplace could motivate them to work harder 2
Our ageing population requires foreign labour to bolster the economy. 3 British business wants new employees that
are well adapted to employment and not just education. Businesses and parents will want to help British youngsters.
Therefore, facilitating teenagers to spend time doing some work, alongside their education, could enhance their
motivation to learn and reduce our reliance on imports. This would be paid work and may be seasonal or temporary.
How would this work? Parents, teachers and businesses could be brought together to facilitate teen employment
which may include a system that allows feedback from employers to add to the youngsters CV. They may also have
the opportunity to do NVQs. Prior to starting work, the school should be involved in teaching what employerswould
expect, how to work in a team and how to relate to others (customers or co-workers). Subsequent to working, pupils
may be encouraged to share their experiences. As this work time eats into education time, youngsters may graduate
later and at different times - an education voucher system would allow completion of education even in adult life. If
youngsters failed to find part-time employment they would be expected to attend school. Youngsters would be
expected to be paid at least the minimum wage and it is accepted that many employers would consider employing
adults instead. However,some businesses (maybe run by parents)would see this as an opportunity to help with the
education of our youth. Andrew
Dear Mr Gove I was pleased to read about the opportunity for Metro readers to support the call for choice in
education, rather than continue with a 'one size fits all' regime currently inflicted on school age children and young
people. I would like to suggest a shadowing programme in partnership with businesses local to schools, starting at
primary level. Children would learn what is involved in skilled work from an early age, thus overcoming by example
the cultural snobbery traditionally adopted by many towards skilled craftsmen and women. Kind regards Councillor
Sarah Frances Bevan (Peasedown St John, Liberal Democrat)
Howard
Wood
East Sussex
I have been running a school farm as an outdoor classroom for over 35 years and i have seen the benefits at first hand
of a vocational approach to learning. Students learn and acquire new skills in many different ways. To some extent
we absorb information by listening, but rather more by watching demonstrations and much more by active
participation. I have seen students bloom as a result of the confidence gained from developing practical skills ,and
their self esteem and self worth increases beyond recognition. A vocational approach can raise attainment throughout
the ability spectrum as we are constantly demonstrating through our level 1 and level 2 courses.
Anne
Stanton
Deborah
Kelly
Peckham London
My daughter has achieved so much through vocational learning. She studied a BTEC Health and Social Care and
achieved a triple distinction at college and is now in her 2nd year of a 3 year diploma course at Goldsmiths University
in London. Young people should be offered financial and practical support whilst learning, ie. free resourses and
laptops EMA at £30 goes nowhere and puts pressure on the young people to find part time jobs instead we should
encourage the learning process. Many young people from "ordinary backgrounds" should be encouraged to continue
thier education the way my daughter has. We come from a working class background in one of the poorest boroughs
in London, Southwark, but at 21 she will have a BTEC and a Diploma in Social work and be equipped for the job
market in a specialist area. Her name is Sophie Kelly and has done promotional work with Edge after winning the VQ
Young hero of the Year in its launch year in 2008. She is a great example of what education should be about and not
just because she is my daughter!
Denise
Moules
Poole
As a long-serving Teaching Assistant I have spent countless frustrating hours trying in vain to motivate young people
in learning subjects they have no interest in, no hope of gaining a credible qualification in and are therefore a
complete waste of education. They need practical skills that will equip them for life, enable them to physically see
and be proud of their achievements and give them the drive and ambition that is sadly lacking in the youth of today.
Its too late to wait till year 10! - we need to start to capture interests and develop skills with 10 to 11 year olds whilst
they still have enthusiasm for learning. Denise
I feel that some young people would benefit from more practical and vocational training as some young people are
just not academically inclined. My son hated school, he was made to take French because it was part of the
curriculum which was absolutely ridiculous as he struggled with English! If he had been made to stay on at school to
do academic subjects I am sure he would have run away. Fortunately he was able to leave when he was 16 and was
taken on by a Painter and Decorator but because he had had such a bad time at school he would not entertain the idea
of going to college to further his career in this occupation. He has learnt on the job and done an NVQ and is getting
on well. The country needs people with a variety of skills, we cannot all be in top jobs.
Antoinette
Dean
Kent
If we offered more vocational subjects, children who struggle academically could feel that they could shine, in a
worthwhile vocation that could keep them in good stead for the rest of their lives. To be taught a trade instead of
leaving school with barely a qualification to their name. I have always believed that all children have a gift of
something, it just needs a helping hand sometimes to develop. Why cannot we as a nation make sure that schools
provide vocational subjects alongside the curriculum, if we leave it to 16+ colleges it is sometimes too late. Give the
option at school, with all the local schools sharing the facilities between them. Get local firms interested in
sponsoring pupils and offering apprentices.
julian
heddy
London
The poor status of such training in UK, compared to certain other European countries is notorious...apart from the
uniquely elitist educational systems which shamefully sets Britain apart from other countries, we have a training
system which is woefully inadequate and unsuited to 21st century realities. What other nation has TV programmes
solely devoted to 'rogue' plumbers etc.? I worked for 20 years with 'disadvantaged' young people from different
European countries, on skills development, citizenship values, and job-readiness...time and again I was appalled by
the low self-esteem and cultural level of young Britons compared to their peers in other countries. Instead of being
patronised with stop-start schemes which do nothing to provide them with lifelong technical and social skills, and
which risk leading to their being a drain on resources rather than net contributors, the government (whichever
political party is next elected) should have as its mantra Training, Training, Training. Yours etc Julain Heddy
Sue
Wright
Wellingborough
It is vital that vocational education is given parity of esteem with academic qualifications. We need to see the new
Government investing in manifacturing and on-job training including literacy and numeracy for employed workers.
Train to Gain has been mis-used and there needs to be a new funding system that focuses attention on areas of need
instead of taking the "customer service" training route where much of TTG funding ended up.
Shirley
Leach
Oxford
Dear Micael Gove, I think our "one-size fits all" education system has badly let down our young people especially
boys as they are often slow at academic work but brilliant at fixing things which is what we need! I understand we are
short of 13,000 electricians - I had to wait 5 months for one to come and do a simple job in the house. So lets get
going and organise more apprenticeships. Yours truly, Shirley Leach
Sue
Johnston
East Sussex
Christine
Smith
Rutland
I write as one who has benefitted from vocational training all my life and start with a brief précis so you will see that
I have some knowledge and experience in this subject. Leaving grammar school in Lincolnshire at 17 in the early 60s,
I joined Harrods Management Training Scheme progressing through the ranks by way of experience and with
relevant qualifications gained via day-release and evening classes. I left in 1970 for a 10 year maternity gap. In 1980,
now in Eastbourne, I enrolled on a TOPs course at the local FE college to reintroduce me to the ’world of work’ and
later taught in the same college having obtained a Further Education Teacher’s Certificate, again through evening
classes and on-the-job assessment. In the mid 80s I worked for a managing agent which contracted with the
Government (MSC, TC etc) to deliver YTS, YOPs, WEEPs and so on. All qualifications were achieved whilst the
trainee was gaining work experience (paid, usually) in a real work place. I regularly visited most of the secondary
schools in East Sussex speaking to and with school leavers to inform them about these schemes. An argument which
always struck home was the following: You are an employer who is seeking an employee, say 20 or 21 years old, for
a first level senior position. He/she must have particular skills and appropriate qualifications. You are considering 2
applicants. Applicant A has been in full time education and holds the qualification you need. He has good educational
and personal references and interviews well. You like him. Applicant B has all the above but has been employed as a
trainee by you for 3 years. He has achieved the qualification on day-release study. You know he can turn up for work
on time, suitably dressed. You know he is responsible, can work at commercial speed and under commercial
pressures. He is a proven good team member and interacts well with the public – you’ve taught him and he is ready to
hit the ground running. Which one will you choose? That is one argument for all vocational training to have a
substantial element of workplace training and one I feel should extend to academic qualifications too (I know in some
degree courses, eg engineering, this does happen). A major problem we have in education currently is that we say, of
our children ‘he is not academic, never mind he can always be a plumber/builder/care assistant etc’ instead of saying
‘it’s a shame he is not a practical person never mind I suppose he can always go to university’. We should do neither.
Of course we should actually value each equally but they, our practical problem-solvers often rich in interpersonal
and life skills, must feel valued equally. Just remember how badly you need a highly skilled plumber when your pipes
burst, how badly you need a well qualified mechanic when your car breaks down, how badly you need thoughtful,
bright, empathetic and practical carers to care for you with dignity when you are elderly or incapable – I could go on
but I am sure you get the point. I hope this is helpful – I believe so strongly in the value of vocational training that I
shall copy this to Ed Balls and Michael Gove. With best wishes, Sue Johnston
Please could Britain go back to valuing all young people and the skills they have to offer? Let us have our universities
BUT we also need good quality technical/further education colleges that offer an alternative place of acquiring skills
and qualifications. In this way there will be a place for everyone and everyone will feel valued whatever their
intellect. We must respect our mechanics, builders, caterers etc as their skills are the backbone of any country in the
same way as we must respect our doctors, lawyers etc. No one system will suit all, and not all will fit into any one
system.
Claire
De la Haye
Derbyshire
I have a little boy aged 2 1/2 and everyday I reflect on how important the start he has in life is. Whilst I can only sing
the praises of the nursery education he has received since he turned 2, I already have slight worries about how well he
will fare when he enters school. That's because he is so practically minded - even at this early age. I can imagine him
being one of the children who will feel repressed and disillusioned if forced to follow a totally academic curriculum
and he has such a wonderful budding personality, I hope he is offered the variety to be able to explore what is best for
him. Claire Derbyshire
Peter
Page
Ramsbury
We are already seeing our, once cherished, design and inovative skills disappearing from UK allowing other parts of
the world to take over our vibrant inventive society. A good balance between academic and practical ability has
served us so well and we have been proud of our practical skills. Recently it seems that people who use their hands in
their work, from jewellers to plumbers are regarded as secondary. In my own field of jewellery design the courses are
becoming less practical and as the "Art College" moved from Polytechnic to University and the qualification became
a BA so practical making became less important
Scott
Mcfarlane
Middlesbrough
Dear Mr Balls, as a parent of four, three of which have already benn through the KS2 SATs system, please stop the
need for number four to face the same tortuous, disengaging, inaccurate twaddle. All schools teach to test. they rely
upon the scores on the doors for their survival. If the teachers and heads are saying openly that they "teach to test"
why do you deny that very thing? Test my "number four", but not in that way. It destroys any of the engagement with
learning that the primary sector works so hard at from Reception to Y5. This year I will keep my son from school in
may so he avoids the tests. The teacher assessment used in their place will be a far more accurate reflection of his true
ability. Take the chance to win back the faith of parents and educators.
Stephanie
Purkins
Young people need vocational skills - I'm nearly 21, coming to the end of an English and creative writing degree, and
I know practically nothing useful. I can't put up a shelf, I don't know how to change a fuse, nothing. And I'm
completely unequipped for the world we have due to the economic downturn. Half my classmates expect a job at the
BBc to just open up for them, whereas I'm thinking of studying physiotherapy or massage, so at least I'd have a skill
to fall back on.
Walter
Kohn
Brenda
Manor
Brighton
I always thought that sandwich courses were a good idea in that they interspersed academic study with work
experience, a system which emphasised their interrelation. A similar system is working, I believe, for aspiring
accountants and lawyers and I wonder if undergraduate engineers, medical students and students in other
‘professional’ courses would not benefit. I would say that work experience in University holidays (on a voluntary
basis) is not a substitute. The consequence of a degree course being extended from three to, say, four years would not
necessarily increase the cost since the time in the University would not be increased. Technical Colleges were very
useful in giving academic training to electricians, plumbers, hairdressers and others in what were considered inferior
professions. I suppose that this idea of ‘inferior professions’ was the motivation in changing Technical Colleges into
Universities. For instance a NVQ qualification ranks below a GCSE and a BTEC (replacing a Higher National
Certificate) ranks below a degree in the minds of the general public. There is another consideration: How many
graduate engineers, physicists, chemists or even those specialising with Ph.D training actually follow careers in these
fields? To many these degrees are merely stepping stones into more well-paid jobs such as finance. This then leads to
the controversial topic of the purpose of Universities. Should they aim at a society more aware of its cultural heritage,
something reserved for the affluent in the past, or should they prepare the school leaver for a career? I would leave
this discussion to others – my concern is that an education policy should appreciate the value of the more modest
trades that are so essential in our day-to-day life and to give the academic support and practical training that the
sandwich system with the Technical Colleges used to provide. It is also essential that the status of a graduate of this
system should not be seen as an inferior member of our society.
Dear Michael In factI would press - urgently - not just for the narrower category of vocational learning but for a
whole new approach to technical education. In this country we have under-funded - and disrespected - technical
education for generations, to our cost. I am not just talking about plumbers, carpenters electricians .........in France
Germany, technical schools from age 13-14 have equal status to straight academic schools : we need engineers,
inventors, innovators. Our industrial sector is in dire straights. An over-reliance on finance service sectors has proved
dangerous disastrous. As we watch major UK companies disappear to overseas buyers and jobs (ultimatelytax
revenue)lost, we must plan a better, broader economy for the future. We need more flexibility in our education
system. And 'Blue Peter' add-ons really will not do. A major re-think is needed. Technical education should be a
major plank of any future government planning. Regards Brenda Manor
‘Have your say’ messages to Ed Balls
MP
First
name
sheena
Surname
Region
‘Have your say’ messages
Phillips
Haddington
Many people who feel that their preferred path is vocational are also dyslexic. This has to be addressed in the
early years. Children should be acknowledged as being dyslexic and not stupid which they do if it is not
explained to them. Many will still want to train for a vocation.
Dear Mr Balls Thank you for the work you do as our Education Secretary. Please could you consider providing
more practical and vocational training for our young people, and - as importantly - developing a plan to raise the
status and profile of the same. As a Vicar I see many young people left outside the system and feeling "second
class" for not having academic success. Yours sincerely Mark Coleman
Simon
London
My son is a "statemented dislexic" in year 11 (2nd yr GCSE's). His experiences in the vocationally centered
environment of Westminster have given him not only a set of practical skills, but also helped him with his
confidence – through extensive work experience, and all of this has had the added bonus of significantly
impacting on his mainstream school work. Pimlico have struggled to manage the flexibility required by allowing
a student to participate in a day release course. They are no longer offering studenst this opportunity because
strict adherence to the terribly inflexible national curriculum do not allow young people to find their own path
into work in a way that they enjoy and that teaches them the things they need to know for the real world of
work. I could say much much more but the main point is that you can't shove the national curriculum down
peoples throats and bleat about vocational courses which your own department are preventing students
accessing! Yours Simon Adamczewski
Well I agree I am in favour of a baccalaureate and not letting bright kids stop languages or sciences etc, but I
think he needs to go as he Brown are quite nasty bullies/manipulators Let them get back to university think write
rather than preaching boasting lying etc Yours Tony Walsh
Dear Mr Balls Of course we shoud train our youngsters, my wife and I taught our children how to do things and
they can now cope with life. This has been going on for years, people with degrees who do not know which side
is up. My grandson has a 2/1 in History, he has to train as a teacher to get a job(?) and ICI who had to teach their
graduate intake, enough Chemistry to do their job. All technical degrees should be sandwich, as my daughters
was and she got a job straight away and now has a MSc.
______________________________________________________________________
Very few of the country's decision makers, whether inpolitics, business, media etc. have any direct experience of
the sector, hence the continual dabbling init's financ ing and promotion over the years. For the same reasons F.E.
colleges are often regarded by many as the place where so-called school 'failures' are sent; only 'failures' because
their potential skills and talents do not fit neatly into a school's academic programme.
Jackie
Nixon
Henley-in-Arden
It is not only young people that need practical and vocational learning.This country needs skilled and hard
working fully employed people of all ages in worthwhile occupations if this country is to become strong
economically,and they should be confident of receiving full lifetime rewards for being so.
Every time attempts are made to widen the scope of the curriculum there follow accusations of dumbing down.
This is not to undervalue academic achievement, rather to argue against the undervaluing of excellence in other
spheres of activity - the creative, expressive and performing arts; sports; manufacture and enterprise, for
example - which largely go under the heading of "vocational". This problem is largely a reflection of prevailing
social attitudes, has been with us for well over a century and won't go away until those attitudes, from right
across the political spectrum, change.
Dear MR. Balls, As requested in the Guardian you want education ideas. I have 4 children 3 of which have
degrees but middle son didnt want to go to university. He is now 25 and would like to train as plumber but there
is no grant or loan available to him like there is for academic students. He would quite willingly pay the £4000
pounds for this course but there seems no way round it the job centre really are no help at all. My point is that
student loans should include mature students and those who want to train in practical skills based subjects like
plumbing. Good luck in the election (former labour Party Member) Denise McNicholas J.P.
Denise
Mike
Those who have a vocation may not be academically gifted but will have other talents which are more important
to their chosen role. For example someone with a vocation to be a nurse is likely to be caring and empathetic.
On a ward these qualities will be more highly valued by patients than academic prowess. You cannot teach
kindness and consideration: this is what is sadly lacking on our wards, and what those in the caring professions
should be selected for, rather than for top honours in their degrees. Patients are more likely to get better if they
are fed, attended to and cared for with warmth and humanity.
Kendal
Dear Ed Balls I am writing to you following the invitation, on the back page of the Guardian, (18-01-10) to urge
support for more practical and vocational training. However, I believe it is vitally important to offer all children
a mixed diet of academic, practical and vocational learning experiences throughout Key Stages 3 and 4 in order
for them to make informed choices post 16. It is my strong belief there exists insufficient opportunities for
students to self-determine their futures and this is because of the overzealous nature of the narrow testing system
which serves to determine and skew children’s futures. The impact of narrow testing stifles and undermines
many children’s opportunities to demonstrate key skills, both academic and vocational, which employers seek,
i.e. problem-solving, flexibility and creativity. Sadly the academic/vocational divide has been encouraged via
forms of assessment which seek to separate and label children and, accordingly, to pre-determine their futures.
Our education system needs to acknowledge the value of practical and vocational work as well as academic.
Yours sincerely Mike Ollerton
Elaine
young
oldham
I have worked in high school in Manchester ,Rochdale and Oldham for ten years.Feel angry at how many
children are let down by people who should not be working with them.No wonder there is bad behaviour ,bad
attitudes. Children deserve better teachers who know how to communicate and who actually really are
committed to the job.I have witnessed teaching assistants shouting and not being the slightest bit of use in the
classroom .Supply teachers who are there to fill the day with far below standard education and really think of it
as easy money.I am sickened at the number of times supply teachers just sit there taking a lesson they no
nothing about and really couldn! t care less .Money money .So much money wasted which could be used in
practical and vocational learning to really really benifit the c children who do not want to sit idly in the
classroom bored.When i worked at school i chat to young and listen to them in a civilised manner.There are lots
of children who have ideas .Listen to them .Lets get our act together get rid of bad teachers .teaching assistants
and redirect the money saved into a new educational era.Young people with skills for tomorrow.
My daughter (now aged 40 is a very bright girl, she loved school for the first three or four years and then
gradually became more and more bored. She left just before she was 17 with a reasonable mix of O levels and
GCSEs, but nothing outstanding. However she was fortunate that in 1986, few employers demanded university
degrees for anything. She went to work as a cashier for one of the major building societies (now fallen on very
hard times). But, through on-the-job training worked her way up and, fourteen years later, when she left work to
start her family, had become senior underwriter at one of their largest service centres. She would never have
such an opportunity now. My eldest grandson is a case in point. He is a bright articulate nine-year old, but he
gets bored with passive learning, and hates writing; not for any lack of ideas and imagination, but because the
physical act of writing is somehow distasteful to him. At a recent parents evening his teacher remarked that he
seemed to lack application and motivation. My daughter had to concede that, that was indeed the case when it
comes to schoolwork, but she also told the teacher how Ben will spend several hours at a time building with
Lego, or Meccano or other constructional toys, or dismantling an old piece of mechanical or electrical
equipment to see how it works. He also loves his chemistry set. Aah! replied the teacher, That is a typical boy
thing. Unfortunately there is not enough hands on stuff in the curriculum. Regards Mary Gill
Good morning, You asked for comments. We have 12 years of a Labour Government which has been a disaster
for Britain. Tony Blair, themost ineffective Prime Minister since Gordon Brown,promised that Education would
improve, I remember his electoral promises well, what was it again? Education, Education ,Education! The
children in many Chester Schools are being taught in no more that Portacabins, some of the teachers are
appalling. My grandchildren continually say that their teachers arevery uninspiringand do not stretch them at all.
Unfortunately, my daughter cannot afford to send them to a private school. Her ex-partner ran off and refuses to
pay child benefit. The system is so utterly hopeless she has no chance of forcing him to pay so she is the sole
earner. One just needs to walk around the streets of Britain to see how useless the Labour education effortshave
been in the last decade. Foul language is tolerated,school discipline virtually non-existent. Chester at night is
virtually "no go" because of young drunks. God help the poor tourists who venture outon the streets!Chester
wishes to become a world class tourist attraction...that's a joke when all you get is drunks, violence, offensive
language and dirty streets. I wonder who actually controls the teachers? The NUT are very militant I recall they
refused teachers to have any appraisal system. There is no way that Labour will tackle the NUT or for that
matter any of the public sector unions as they are not going to cut off the hand that feeds them. Hence the utter
mess we are in, concession after concession made to the public sectors unions. Best example, the GP's, a
substantial increase in salary and earnings potential and in return they reduced their hours. Iain McAulay
Dear Mr Balls, I hope against hope that your timein office is soon over as youhave done nothing to help
improve education and I fear for the future of my grand children in you stay in office. Why do you insist on
lowering standards and go out of your way to discredit the aspirations of parents wanting the best education they
can get for their children. Why is it wrong for parents to pay for private education when what you provide
through the state is often below standard. If state schooling was of a higher standard people wouldn't be forced
to look elsewhere. If Icouldn't care less about my child's education and wasted all my money on self indulgence
you would pity me but if I gave up things and made sacrfices to benefit my chilren's education you would
pealise my children. Why? You and your master, Gordon Brown, when you were his adviser ruined the best
pension system in the world by raiding the Pension companies now you are determined to destroy education.
Don't you and your wife have worries about what will happen to your own children. Forget socialist dogma and
give peo[ple aspirations Yours sincerely, James Platt
Let me make one thing perfectly clear - Education is not Training and Training (or vocational learning as you
call it) is not Education! Education is for life and is broad and liberating. Training is for a job, is narrowly
focused and constraining. We need both _ but not mixed up! Training is what we all need to do when we leave
school having had a proper education unsullied by thoughts of future job prospects. This is where we have gone
wrong for so long. Is it surprising when youngsters challenge their teacher by saying "Why do we have to do
this or that subject. Is it going to help me get a job?" This is the outcome of a society which values education
only in terms of where it will get you. Education is not a means to an end, it is an end. It is intrinsically valuable,
providing lifelong satisfaction, fulfilment and happiness. Don't denigrate it by reducing itto being the servant of
the economy. Yes, we are going to need men and women in all occupations, but let them be educated first. With
an education behind them they can then make a mature judgement on what career path to take. What a force
Britain would be in the world if all our young people valued education for its own sake! We all know ,of course,
that these ideas apply only to certain sections of society. Is Eton going to incorporate vocational training into its
curriculum with options for Banking, Law, Civil Service, Medicine etc.? No,of course not, yet the ranks of these
highly paid and prestigious professions will be recruited from private schools. So, no training required there
then - just the right connections! Lower down the pecking order we'll know there will be a steady stream of
plumbers, electricians, motor mechanics whose career paths will already have been charted for them in school.
They will have been pigeon-holed as a certain kind of person in other words. Not so for the progeny of the elite
schools who will have received a proper education, will go on to Oxbridge andsubsequently hold positions on
the commanding heights of British society. And no doubt will end up pontificating on how the plebs should be
taught a proper trade in school and not waste taxpayers' money!
I think young people need more practical and vocational training because Ed Balls has managed to virtually
destroy the academic education system with his crazy ideas. My idea would be for him to leave office
immediatelytoenable someone who has some common sense and an aptitude for this job,be givena chance!!!
Tony (Berkshire)
IDEAS Education is the way out of ignorance and poverty, even bad parenting sometimes. No child should
leave primaryschool without being able to read, write and do basic arithmetic. They should also be able to speak
fluent English. It doesn't matter that they useother languages and forms of speech among themselves, young
people always have. But they must be able to communicate with the world at large in accepted English. Most
prisons are full of people unable to read or write in English. Bring back the 11 plus so that more able pupils are
not being held back in classes filled with students who disrupt because they don't want to learn. Bring back the
technical schools that we used to have where, if not academic children can learn a practical skill. Make these
places a reward for the pupils who really try to do their best. Stop making all children believe that they will end
up at University, they won't. Not everyone wants to go to university, some will want practical jobs some will be
so lacking inambition they will be lucky to get a job anywhere. (Bring back the factories) Anyone who goes to
prison should be taught to read and write before leaving, being unemployable must be the biggest cause of
crime, how can you ean a living in this computerised world if you cannott read or write. I am 72 if I hadn't
passed the 11 plus I don't know where I would be now. I worked as a manager for BTuntil retirement. My son
who has dyslexia is aprecision engineer. College followed by an apprenticeship. My daughters did hands on
training as window dressers. What chance do the youth of today have when they are brought up in a world that
tells them they deserve respect without earning it, andcan have anything they want but not how to pay for it.
Deborah
Kelly
Peckham London
My daughter has achieved so much through vocational learning. She studied a BTEC Health and Social Care
and achieved a triple distinction at college and is now in her 2nd year of a 3 year diploma course at Goldsmiths
University in London. Young people should be offered financial and practical support whilst learning, ie. free
resourses and laptops EMA at £30 goes nowhere and puts pressure on the young people to find part time jobs
instead we should encourage the learning process. Many young people from "ordinary backgrounds" should be
encouraged to continue thier education the way my daughter has. We come from a working class background in
one of the poorest boroughs in London, Southwark, but at 21 she will have a BTEC and a Diploma in Social
work and be equipped for the job market in a specialist area. Her name is Sophie Kelly and has done
promotional work with Edge after winning the VQ Young hero of the Year in its launch year in 2008. She is a
great example of what education should be about and not just because she is my daughter!
Alex
Powell
Newport, Wales
CONFIDENCE THAT THERE IS AN END POINT TO LEARNING I have worked as a tutor for three years at
an inner city college. I recognise Guy Claxton's observations that we need to develop student’s resilience for
learning. Many of Guy Claxton’s techniques have been utilised but in my experience we now need to look at his
idea of self-efficacy (scientific studies have shown that learners perform better if they know there is an end point
to their tasks, Claxton, Wise Up). The problem is that if you flag wave for vocational learning then the end point
will inevitably be interpreted as "get a job, earn money" or a variation. This cannot be the end point to learning
because it is incorrect and will fall flat. Learning has intrinsic value because it concerns the validation (cause to
effect) of observed phenomena - this is validity. But this idea cannot be utilised very easily. For example who or
what learns when there is no scientific validation of "a self". We need to look at what confidence means without
the unnecessary idea of a self through Emotional Intelligence initiatives. Ever since Wittgenstein it has been
understood that we learn language concurrently with behaviour. Our children are not learning our language.
Learning a vocation may be very productive in this regard but without a firm theoretical basis bolting on
psychological schemas of the self is always going to be the easiest option, undermining confidence to
understand the world scientifically. We must promote learning with CONFIDENCE THAT THERE IS AN
END POINT TO LEARNING (through emotional literacy), that it is intrinsically purposeful, and that it is
therefore a valid course of action/behaviour. Any attempt to do otherwise does not address true confidence in
anything, cannot teach true confidence in anything and is therefore not scientific because it is without a valid
theoretical standpoint. Alex Powell
Sir Until recently I was a Governor at one of Peterboroughs Secondary Schools. In my 2 1/2 years in post I
received some insight into the hard work that teachers put in, and the problems they face. My school had been
through a difficult few years. To turn it around it needed help from the Local Authority, which it received in full
measure. The responsible Cabinet Member at the time was Cllr. Ridgway. Today it is Cllr. Holdich, both surely
amongst the most experienced and competent of representatives. So whats going wrong? Ask a hundred people
and you get a hundred different answers, so I might as well be No.101. Solutions clearly wont come from the
professionals in Whitehall. Here, every year you interview Headteachers with great plans for the future, but the
slide continues. Maybe Cllr. Holdich should forget about league tables, and focus on the characteristics of his
population. Peterborough is a working-class city, an honourable state to be sure. Unfortunately it also has a large
population of linguistically challenged immigrants and also a high proportion of not just long-term unemployed
individuals, but complete work-shy families, rearing badly brought-up, ambitionless children. The answer to this
cannot possibly be found in an education system that refuses to recognise that there are vast differences in
youngsters academic aptitudes. Time was when primary school professionals were considered capable of
advising parents which direction a child should take after having been 6 or 7 years in their care. Today, all
school leavers get shunted into the same secondary system in which, surprise surprise, many fall short or simply
fail. It damages their morale, discipline, and future employability. It hurts the school and other students. My
school estimated that 40% of its annual intake had the academic standards of 8 10 year-olds. It is madness. A
slow child is not a stupid child, yet is often lumped in with the SEN (Special Educational Needs) cohort. Most
of them need not Special Education, but Different Education, where they can thrive at a slower academic pace
and learn a craft. In Germany 65% of year 7s go to a vocational school. The Netherlands, like Britain, destroyed
a tried and tested system in the 1970s and have only just, after 30 years of begging by the profession, reintroduced practical education. Its given a different name, of course, as otherwise it would be all too obvious
that The Hague, like London, had blundered for 30 years. Henk Kamminga
Dear Mr. Balls, I believe very passionately in the importance of a good education. Therefore, approximately 15
years ago I became a Governor at our local village C of E school. The first 8 years were great - able to help out
hands on, etc - but the last 4 years became a nightmare of legalities, targets, paperwork, holding meetings and
ticking boxes to show to other governors to be seen to be done - attending courses which were given by low
level people tossing cells onto OHP's, taking the information back to school who were often unable to act on the
issues due to lack of funds. I beg you to take the time visit a school and attend a Governor's meeting to see for
yourself the horrors tat teachers have to endure to present to governor's meetings. I believe that I coudlarange
this at our local school as I am still on very good terms with the staff there. I gave up after 12 years, in despair at
the waste of time. A visit from you should not be about the children among cakes and singing songs for you - go
back stage. You have NO IDEA what goes on in the name of targets etc. Special needs - it often takes 2 years
for a child to be statemented, the delay I believe due to the local authority holding back money; talented and
gifted children are not stretched enough, and so it goes on. DO NOT DESTROY Grammar schools - we need
somewere for the brighter children regardless of economic means. I IMPLORE TO YOU TO SPEND TIME
BACKSTAGE IN A SCHOOL AND TRAIL THE STAFF, GOVERNORS TO SEE WHAT IS HAPPENING
ON THE GROUND YOURS VERY SINCERELY, Diana
Dear Secretary of State, There are a number of ideas I think that are worth further consideration: Integrated
programmes (education + vocational) need integrated facilities. We need to have the approach adopted at
Madeley extending, and bringing in more FE and private technical vocational providers. Facilities usage. Huge
investment has been made in excellent schools and colleges, and we need to make greater use of these facilities
when not being used for their prime student populations. Extend and develop adult education. We have a huge
pool of talented retired people who need and want to learn more, and to share and practice their skills. We need
to find a way both to unlock these retired skills set for wider use across society. Both the Open University and
University of the Third Age show the scale of the demand. Teaching as a developer of future talent for other
professions and industries. While teaching rightly attracts new entrants from a wide range of other industries and
roles, it is also a major provider of talented and capable people for other professions. Qualifications recognition
and transfer. It is vital that we have a easy recognition system which is widely accepted and used. We are in
danger of not opening doors to people who are qualified but are just not formally recognised. Bridges and
transitions. Every time a pupil moves from year to year, from school to school, and then school to college,
university and work, we loose engagement, and have drop-outs. Resources must be put in place to help to
manage these transition points for pupils. The better run schools already have a senior member of staff who
manage pupil inclusion and transition the best practices need sharing widely. Careers information, advice and
guidance. Responsibility and appropriate funding should be given to the Sector Skills Councils to lead, develop
and deliver IAG into the future. Survey of expectations and aspirations. As a measure of progress, we should
have an annual survey of school students expectations and aspirations. The outcme of the survey can be used
within the school, across a group of schools and nationally. We must raise aspirations for all people, and help to
provide the means their realisation. Accelerated leadership development. While there are many programmes
accelerating the development of head teachers, there is an opportunity to use the leadership programmes
operating in other countries to help here. For example, the operation of schools with minimal resources in an
African country has a lot to share with their UK counterparts. Yours sincerely, Michael Cross
Janet
Depledge
Denby Dale , W
Yorks
I believe the worst mistake ever made in the school curriculum, and consequently the greatest disservice to
young people was the 'reform' of the technology curriculum. This was when individual practical, and
incidentally popular, subjects such as Home Economics and Woodwork disappeared and then came together in a
new subject area called 'Technology'. Schools had to stop teaching the basic skills of these supposedly old
fashioned subjects and move towards 'enquiry', 'experiment' and 'discovery'. The daftest example I saw of this
was children being asked to make scones without flour, or with excess salt, or told to bake them at a very low
temperature , just to discover what the outcomes of these experiments were. One inevitable result of this change
was a rise in classroom misbehaviour. Children who were not especially academic , but were very practical, had
their opportunities for success snatched from them with disturbing consequences. It is essential that these
subjects are restored to their rightful place in the core curriculum. And if you really are serious about putting the
family at the centre of things there is not better way to start than ensuring that young people leave school with
skills, experiences and knowledge that really will stand them in good stead in adult life.
Dear Mr. Balls, i write as a Labour Party member and as a n ex-headteacher. Please if you want to do
something positive for our children, then resign. You , like so many of your predecessors have no understanding
of schools or children. You still pursue this mad course of target setting, league tables and the discredited and
loathed Ofsted. You do not LISTEN. As well as just bare faced lying about rising standards. Yours beyond
anger Seamus Crowe
Quite apart for the serious psychological damage that a prolonged period of joblessness will do to our young
people, they will also pay an economic penalty for the rest of their lives. Paying off their student loans, getting
on the housing ladder and setting up a serious pension will all be significantly delayed. For a number of years a
Swisscharitable body has been helping the unemployed in Cuba by first designing houses which can be built
with a low skill input and then forming those needing work into teams under skilled builders to build them.
They have placed emphasis on the use of recycled materialsas well aslow cost materials specifically developed
for the purpose. Why can wenot do something similar? Beyond subsistence level, pay shouldnot be an issue as
the principle material benefit to the previously unemployed workers would be incrementally increasing equity in
a property of the type they are building. Costs could be further reduced by releasing government land at below
market price and gettingcommunities to accept minor encroachment upon the green-belt on the basis that the
work and homes would go to locals. The skills acquired during the process would have obvious long term
benefits. I am not suggesting that this would be easy to set up, but it seems far better than allowing our young to
just wither on the vine. Mike Waller
1. If Ed Balls and his advisors have to ask us what he should do in terms of future policy they should not be in
government(hopefully they won't be!). 2. They should travel back in time to the County Borough of Croydon
around 1945 with researchers inspecting the files on educational provision for the town of250000 inhabitants. 3.
Note that selective freeentrywas available into Public and Grammar school categories - Croydon High School
for Girls, Old Palace School for Girls, Coloma Girls School,Lady Edridge Girls School, Whitgift Middle School
for Boys, John Ruskin, Heath -Clarke, Archbishop Tennison; for boys, Selhurst Grammar School(mixed) and
places at Whitgift School and Dulwich College. Each prospective pupil was allowed two attempts at the
entrance exam. A full range of subjects was available from Art to Languages,Chemistry, Physics and everything
in between, including physical education and competitive sport. Students were expected to pass five subjects at
C level in a row to be awarded a School Leaving Certificate, hopefully after 4 years study. 4. The educational
authority and some parents were aware that many boys had low interest in academic subjects, wishing to engage
in technical subjects as a pathway to the construction or engineering industries. Two Schools were available to
them - The Stanley Technical College and The Croydon School of Building with many students achieving great
success in their chosen field. Croydon Polytechnic provided day courses and evening tuition at various premises
across the Boroughwith a miriad of subjects employment related. Manufacturing and engineering Companies
provided five year apprenticeships to suitable applicants who would compete to fill available jobs which offered
minimal pay and,in certain jobs, a requirement to purchase hand tools; all so that at the end of their
apprenticeship they could proudly say (and they did!) - "I am a skilled tradesman" - and ,of course, would then
command attractive pay. Although boys have been specifically mentioned in the present world the comments
could be applied to girls. 5. Of course the whole of our educational system(London and Croydon) was blown
apart by the activities of the GLC(Livingstone and Morrell) plus labour government; not reasonably contested
by conservatives - so you cannot leap back into plans which worked very well. BRYAN BURCHETT
George
Talbot
Watford
A few days ago, BBC Radio 4 featured a remarkable man who was keenly aware of the difference between
teaching and learning. A section of their 28 minute program focuses on schools. In Business describes it as
follows. Russell Ackoff was a great subversive - a business school professor who thought that business schools
were a block on management thinking and who delighted in pointing out the flaws in the way companies work.
Before he died at the age of 90 in October 2009, this business rebel gave Peter Day some insights into his
unconventional approach to getting things done. For a few weeks, Doing It Wrong can be found from
http://www.bbc.co.uk/radio4/news/inbusiness/. Five minutes explicitly on education start in iPlayer at 22:45.
Until 2 years ago, I worked with low achieving teenage students who had been statemented. This often meant
that they lacked literacy and numeracy skills, in fact some would have trouble spelling their own name. They
were, however, for the most part, positive young people looking forward to going out into the world of work.
Our Wednesday afternoons were spent at a local college where they all had the chance to do taster courses in
mechanics, brick laying, painting and decorating, hairdressing etc. In the 5 years I attended college with them, I
only knew of one boy who was taken on by a company for any sort of training. The rest never had a chance of
proper training, let alone an apprenticeship. The frustrating part of this work was that some of them were
actually talented youngpeople.Two in particular stay with me,onewas so knowledgeable on car maintainence, he
could easily have become a mechanic. A girl student, a very presentable young woman, was interested and very
good at hairdressing. Neither of these pupils had a chance of progress, and I know both of them, along with all
the others, went to college full time after school for 'life skills'. This kept our pupils off the unemployment list
for two years. I am still in contact with many ex pupils, most of the girls became very young mothers, and most
of the boys are unemployed. That is not a sweeping statement - it is a fact. Mrs. Susan Allen
A major problem we have in education currently is that we say, of our children ‘he is not academic, never mind
he can always be a plumber/builder/care assistant etc’ instead of saying ‘it’s a shame he is not a practical person
never mind I suppose he can always go to university’. We should do neither. I hope this is helpful – I believe so
strongly in the value of vocational training that I shall copy this toMichaelGoveand Nick Clegg, just in case!
With best wishes, Sue Johnston
Thom
Lionel
Ireland
Burman
Appleton
West Kirby
I would really value your definition of the word 'education'.
Implement the Tomlinson Report
Antoinette
If we offered more vocational subjects, children who struggle academically could feel that they could shine, in a
worthwhile vocation that could keep them in good stead for the rest of their lives. To be taught a trade instead of
leaving school with barely a qualification to their name. I have always believed that all children have a gift of
something, it just needs a helping hand sometimes to develop. Why cannot we as a nation make sure that
schools provide vocational subjects alongside the curriculum, if we leave it to 16+ colleges it is sometimes too
late. Give the option at school, with all the local schools sharing the facilities between them. Get local firms
interested in sponsoring pupils and offering apprentices.
Navid
My names Navid Ramzan, am 19 years old from Bradford. Having recently started university when I look back
at the time I spent in school there are a few things which I think would be better in education for pupils. Whilst
at sixth form I as a pupil took part in many different extra curriculum activities. The activities which I took part
in were Drug Peer Mentoring and APAUSE (Additional Power And Understanding in Sex Education) By doing
so has helped me as a young man develop many skills to interact with different people and communicate on a
level which I wouldn't have done if not taken part in these activities, as well as the skills learnt and developed a
sense of pride knowing that I have peered pupils in topics which are very sensitive amongst the key stage 3
pupils. . However, when discussing these activities with other pupils from other school they didn't seem to have
this opportunity. I know this may not be the subject terms but I feel if peer education was introduced as a subject
in the education system it will help people develop and learn new skills as well as providing valuable
information to those who need it most.
KEN
GILL
CASTLEFORD
IT IS NOT NECESSARILY THE CHILD WHO NEEDS THE EDUCATION, BUT THE PARENTS AND
THE INTERFERING GOVERMENT. THEY PLACE TOO MANY RESRICTIONS ON PARENTS AND
SCHOOLS, THAT IT IS ALMOST IMPOSSIBLE TO CORRECT A CHILD.
Dear Ed Young people should not be excluded from the same range and quality of educational opportunities
available to other young people, simply because they are not attending a mainstream school. Education cannot
be a case of one size fits all. Young people are different and we strongly believe that just because the 'usual' way
of doing things doesn't work that the young person should not be deemed a failure.Sadly however, this is often
the case, with young people who don't'fit in' being excluded from school. We strongly believe that young people
not in mainstream school should not have to settle for ‘second best’ and limit their aspirations accordingly.
What we have come up with is an exciting and novel approach that has received an excellent reception from
everyone that we have introduced it to, including schools and colleges, creative and media industry
professionals and a host of people with connections to the music business. We have been overwhelmed by the
offers of support from businesses and professionals interested in getting involved in the programme. 'Know
How...' is an education programme based in a music and events business which has been established as a social
enterprise. Students on the 'Know How...' programme are part of the business, in effect on a permanent work
placement with all the practical vocational opportunities this provides. It is a business established in the creative
and media industries with strong support from other businesses in that sector, thus giving the students unrivalled
access to real life work opportunities. In addition to providing a genuine work experience for the students, the
social enterprise is run to make a profit which then subsidises the cost of the education programme, thus making
it a financially sustainable model.
moira
roberts
carmarthenshire
Frank
Smith
Nottingham
I am a retired teacher.You are doing a good job in difficult circumstances.Most teachers recognise the problems
children have and the reasons.Poor parenting contributes hugely towards a host of childrens`problems.Much
needs to be done to cultivate a more hands on approach to parenting.We need to return to basic
values.Television could be used positively to educate parents and raise their awareness to important issues that
affect the future of their children .eg.spending face to face time with their kids,developing speaking and
listening skills,taking them out walking,playing games ,reading cooking drawing having fun! Ditching the play
stations and computers for a while! Putting aside parental strife and putting children first.Giving children
confidence through love praise and encouragement as they develop.Schools are trying to compensate for the
shortfall in parenting skills to put it bluntly.Advertising ,raising awareness and demonstrating what constitutes
good parenting through interesting T.V.programmes could prove effective over time.Your idea of parenting
classes for 14 year olds is excellent.Some children have no decent role models to follow and need guidance.Lets
have a campaign to make it cool to put kids first and give them the precious commodity of quality parental time.
I have recently stopped teaching after 33 years due to a variety of factors not least of which was constant
government interference and criticism.However the latest idea regarding appointment of first class honours
graduates to improve the quality of teaching is proof if it were needed that Ed Balls does not have a clue
regarding the reality of life in the classroom.Many of the best qualified teachers that I worked with were
amongst the worst practitioners and this also applies to headteachers.If the government does not listen to those
doing the real hard work in schools i.e. classroom teachers, then the schools in this country will continue to see
declining standards and see experienced teachers leave before retirement age.Cut out the overpaid deadwood of
ofsted and allow teachers to teach.Stop examining pupils to death and then we may see some education taking
place rather than training for testing as happens at present.
David
Brancher
The education system in this country has suffered from decades of incoherent tinkering by a succession of
goverments, I do not solely blame the current bunch of meddling incompetents. The rot set in with the
introduction of comprehensive schooling. Not because the concept of inclusivity was wrong but because the
trend was allowed to be downward rather than upward. The Victorians recognised that the important aspects of
education are discipline in school and the inculcation of the basic skills of communication and calculation (the
three Rs, reading, (w)riting and (a)rithmetic. It means little for a child to have insight into cultural diversity or
the validity of same sex relationships if they cant read a bus timetable or work out what change to get whilst out
shopping. The Victorians appreciated that once an individual has the basic tools to learn it becomes possible to
capitalise on that. Arguments about class are pointless, the divides exist and will continue to exist but without
basic educational skills (the ability to read and articulate ideas fluently) there will be no opportunity for social
mobility. Labour have had over a decade to get a grip on our educational system and they have failed
spectacularly, no amount of tinkering with the statistics excuses the vast numbers of students leaving school
functionally illiterate and innumerate. Coming up with some propaganda stunt to ask for public representations
with regard to vocational training a matter of weeks before an election is fairly typical Labour behaviour, never
averse to displacement activity at public expense as opposed to actually addressing a problem in a timely
fashion.
The logic seems impeccable. Nursing is increasingly complicated and therefore we need nurses with degrees.
Teaching is difficult in today's schools therefore we must ban teachers with 'inferior' degrees. There is a term for
this - 'academic drift'. There is also a maxim - if the only tool you have is a hammer, every problem looks like a
nail. Degrees can be measured (after a fashion) and the essential human qualities cannot. The reasoning is
fallacious because it neglects the most powerful factor of all - motivation. Mustard-keen vocational motivation
can cause students and practitioners to out-perform those who are supposedly superior. Some years ago I was
required to undertake the statistical study of the performance of a group of students taking a variety of A levels
in an FE College. They were grouped according to one factor - they all intended to enter the NHS. Their
ambitions varied from Medicine to Medical Secretary and from Dietician to Medical Laboratory Technician.
Academically they were diverse but they studied their various A levels together and the group came together for
NHS talks and motivational visits to hospitals and clinics. The A level results were outstanding. More
important: they bore absolutely no correlatation with their earlier scholastic achievement. The only factor to
explain this was clear in talking to the students. They had all become passionately committed to their future
careers. Now some personal experience which thousands could echo. My wife left school without A levels, but
since the age of ten she had wanted to be a nurse and nothing else would do. As a student she won the Hospital
Prize and later went on to become a Chartered Physiotherapist in sole charge of aftercare. I left school without A
levels and could never take a bachelor degree, but studied to become a Chartered Engineer witha PhD, head of
department at a major university. Why? - because I passionately wanted to be an engineer. The teachers people
remember as the best tend to be those who loved their subjects but knew that they were difficult. The worst were
those brilliant souls who thought that subjects were easy. The best nurses we remember are those who not only
cared but wanted to learn how to care. The worse were those whose academic scores had made them
complacent. In every profession there are those with first class degrees who are so incompetent that they are
regarded as a joke. What frightens me about the politics of academic drift is that it can filter out those we need
the most - nurses who want to care and are keen to have the skills to do so, and teachers for whom teaching is
the only job in the world. Please never assume that academic performance is an independent variable. In itself it
is highly conditioned by the most important occupational characteristic of all - vocation. Passionate vocation
should be treasured, for the sake of our hospitals and our schools and not subordinated to bogus ideas of
academic status. Dr David Brancher
Graham
Nick
Mr Balls, I taught in a comprehensive school for years, maths. There was a class of about twenty pupils who
were in the C or D range. When they had been in Form 1 they had been taught fractions. But when they came to
addfractions they always added the tops and added the bottoms - they didn't find the common denominator. So
they were taught to do it correctly. When they came to Form 5 they still did the same thing: added the
numerators, added the denominators and put their answers down. They were good kids; they were polite and
hard working but teaching them tricky maths was useless - to me and to them. There's nothing wrong with
practical work that might prove useful to them. And these days you can always use calculators to do fractions.
Roberts
All children should at least be able to read and write before any further tinkering with the education system.
Stats have been used to manipulate school and pupil performance and history may judge Mr Balls to have
inflicted enormous damage on social mobility and aspiration in this country. Yours Nick Roberts
Good morning...In answer to the statement...'young people need more practical and vocational learning' I
say...Halleluiah...at last a grain of sense in education.... I taught for 40 years and loved the first 30.I particularly
loved teaching low ablity children as they were no trouble in my subject and walked out the door with a feeling
that they had achieved something . They loved it and felt it was so relevant to life. My subjects were cookery
and childcare.... Ever since Food Technology was introduced the pupils lost interest.....There was too much
theory and far too much emphasis on manufacturing....what relevance did that have to the average 13 yr old!!!!!
They lost interest....caused trouble...we teachers lost heart and most of my colleagues and I couldnt wait to
retire. . What a waste, in so many ways.....The results are only too clear to see.....Young people cant cook, they
cant budget and they eat convenience foods with all the associated problems. Many of the low ability know
nothing about parenting as they have no example shown to them in their lives and are taught nothing at school. I
am so pleased when I talk to an 'old' pupil and they thank me for the skills I taught them. I feel really sorry for
the teachers of today as I fear they are swamped with paperwork and cant enjoy the real teaching of practical
skills
Ian
Val
Sadly whilst young people do need help in the form of practical and vocational learning it must not be at the
expense of equipping our youth with the fundamental building blocks of the 3 Rs. Thus qualification as set by
the examination boards under written by this government. Until our youngsters are competent in these 3
fundamentals no amount of changing directions in education is likely to make them an asset in the jobs market
place. Mr Balls should stop ducking the point that over the past 12 years education has been very poorly
provided at the basic level to the point of criminal negligence and there is little point in changing direction
because the prime requirements of education is to ensure each child has the basics to make them employable. It
is at this point that there needs to be further look and see what they are good at and to provide those skills.
Kirkby
We are doing our young people a huge disservice. They do not need more practical and vocational learning. A
good basic education will make them far more employable.
Hello Ed It time to listen to the practitioners not the parents or the media. We the professionals know how to
solve the education crisis because we are on the ground and in touch with the students in our care and the
parents. I have more than a few suggestions regarding improving our education system but i'll start with an
obvious one. Cancel all Family allowance and EMA - a huge saving to the tax payer. Students do not see either
system as fair. Both are open to abuse and really do not help those most in need. Instead give all young people
free meals and free travel up until their 19th birthday. It would get rid of all beauracracy regarding payment, get
rid of all abuses of the system, improve the healthy eating of our nation's children as parents would not want to
be paying twice for their meals, encourage all young people onto public transport (fewer may drive younger) developing lifelong habits, ensure all under 19s carry ID cards etc. The list of gains for society and young
people is endless.
I feel that some young people would benefit from more practical and vocational training as some young people
are just not academically inclined. My son hated school, he was made to take French because it was part of the
curriculum which was absolutely ridiculous as he struggled with English! If he had been made to stay on at
school to do academic subjects I am sure he would have run away. Fortunately he was able to leave when he
was 16 and was taken on by a Painter and Decorator but because he had had such a bad time at school he would
not entertain the idea of going to college to further his career in this occupation. He has learnt on the job and
done an NVQ and is getting on well. The country needs people with a variety of skills, we cannot all be in top
jobs.
Dr. David
Brancher
I hope that my contribution is not taken as a case against academic education or for the sort of dumbed-down
'vocational' studies which you may be advocating. Consider the profession I know best - engineering. It is
utterly dependent on a grasp of mathematical techniques and the fundamentals of physics. It is interesting that
no-one would suggest that playing at doctors in school is the way to become medically qualified. In that case A
levels in Biology, Chemistry and Physics are entirely vocational. A level Biology is highly vocational, not
'academic', for a future nurse or vet. A level Maths is vocational for a future enginering technician and GCSE
Maths for a future electrician. The possible gain from the less demanding school courses which are categorised
as vocational is through motivation, so that students see the value and significance of the essential academic
work for which there is no substitute That is the point of the NHS case study which I reported. I would urge you
to be very careful indeed before categorising some studies as 'vocational' and dismissing others as'academic'. It
all depends on context, and to pretend otherwise is grossly unfair to young people whose knowledge of
professional and vocational requirements is hazy in the extreme. I sometimes wonder whether the average
school teacher is any better informed.
Please could you tell me why the government is not making more time available for quality careers education
for children as a mandatory part of the curriculum that schools are assessed on. Also why not raise the profile of
careers advisers ( as you are with social workers) by having one mandatory qualification they must have
achieved to practice as a careers adviser? The focus of careers education seems to be mostly on NEETS and
those children not in that category get little sustained focus on careers advice terms.
Ray
Dear Sir, I hope a future Labour government would undo the damage to further and higher education perpetrated
over the last 20 years. The University sector has been over-expanded causing a dilution of standards, high
dropout rates, funding crises, and high levels of student debt. Too many young people are being persuaded that a
University course is the only option when they would be more suited to, and more motivated by, a structured
training scheme which combines practical and theoretical learning. Large companies in the UK once had
admirable apprenticeship schemes which provided a range of options leading to City Guilds, HNC and HND
qualifications. These were practical, flexible, valued by employers, and well suited to the needs of industry and
commerce. We are not just talking about apprenticeships for plumbers and electricians, valuable though these
may be, but programmes which could lead to a wide range of jobs at craft, technician and technologist level.
These programmes need to be revived and accorded a much higher status. Abandon the 50 per cent University
participation rate and instead aim to meet the realneeds of young people, business and commerce. It would also
be easier on the Exchequer!
Walter
Kohn
Eddie
Bedwell
Swindon
Paul
Houldsworth
York
I always thought that sandwich courses were a good idea in that they interspersed academic study with work
experience, a system which emphasised their interrelation. A similar system is working, I believe, for aspiring
accountants and lawyers and I wonder if undergraduate engineers, medical students and students in other
‘professional’ courses would not benefit. I would say that work experience in University holidays (on a
voluntary basis) is not a substitute. The consequence of a degree course being extended from three to, say, four
years would not necessarily increase the cost since the time in the University would not be increased. Technical
Colleges were very useful in giving academic training to electricians, plumbers, hairdressers and others in what
were considered inferior professions. I suppose that this idea of ‘inferior professions’ was the motivation in
changing Technical Colleges into Universities. For instance a NVQ qualification ranks below a GCSE and a
BTEC (replacing a Higher National Certificate) ranks below a degree in the minds of the general public. There
is another consideration: How many graduate engineers, physicists, chemists or even those specialising with
Ph.D training actually follow careers in these fields? To many these degrees are merely stepping stones into
more well-paid jobs such as finance. This then leads to the controversial topic of the purpose of Universities.
Should they aim at a society more aware of its cultural heritage, something reserved for the affluent in the past,
or should they prepare the school leaver for a career? I would leave this discussion to others – my concern is that
an education policy should appreciate the value of the more modest trades that are so essential in our day-to-day
life and to give the academic support and practical training that the sandwich system with the Technical
Colleges used to provide. It is also essential that the status of a graduate of this system should not be seen as an
inferior member of our society.
I think we have forgotten that in human history craft and technology always came before the science of that
subject. During craft and vocational education science,maths,history etc, should and can easily be introduced to
aid understanding;but not to blind it. I also believe that everyone should learn how many things things are made
and have experience of doing that. We must renew our ability to design and build things be it fuel efficient
cars,or computer programmes. Eddie of Haydon Wick ,Swindon
Thatcher destroyed apprenticeships saying that there were outmoded, along comes New Labour and does
absolutely nothing about real training, sorry N.V.Q's were the answer, every manager was going to be running
around waving a N.V/Q level 4 in their hands. Well as we all know now, if not at the time, it just did not
happen. After how many years of New Labour, we now decide that all of a sudden vocational education should
be brought to the foreground, at whose dinner party did this idea spring up at? Have we any industry left that
actually requires this type of qualified person, you have sat and watched industry after industry dissapear, unlike
any other country in Europe who recognised their value and gave real support and protection ensuring that they
did not fall into foreign ownership. Still the financial institutes were going to be the savior of Great Britian,sorry
the U.K. we are certainly not Great any more! Here we are printing money, plunging the country and its people
into debt, that in truth cannot really be comprehended,and now having watch industry die or be shipped out of
the country, we arrive at this wonderful idea that we now need vocational educational. Just wake up at the back
of the class! We need industries first! Or is this in reality just another scheme to get down the unemployment
figures in young people, especially after the miserably failed Education, Education, Education..
Christine
Smith
Oakham
Please could Britain go back to valuing all young people and the skills they have to offer? Let us have our
universities BUT we also need good quality technical/further education colleges that offer an alternative place of
acquiring skills and qualifications. In this way there will be a place for everyone and everyone will feel valued
whatever their intellect. We must respect our mechanics, builders, caterers etc as their skills are the backbone of
any country in the same way as we must respect our doctors, lawyers etc. No one system will suit all, and not all
will fit into any one system.
Mary
Hodgson
Windsor
Have you noticed that it is now near impossible to get a small appliance such as a kettle, toaster, radio
etc.mended? Years ago you could take it to a small shop where it could be repaired by a technician for a
nominal charge; these days people just throw them away and buy new. The cost to the environment is
substantial. I think there is an opportunity here for the government to set up some kind of scheme whereby
school leavers could learn the skill of electrical repairs and then be set up in subsidised local workshops - it
would save on recycling plus give the youngsters the benefit of a trade.
Dear Ed Balls, University admissions tutors and would-be employers frequently lament the poor standards of
communication, both spoken and written among candidates and applicants. There is also plenty of evidence that
too few of them have adequate social and life skills to fit them successfully for further education away from
home, or for the world of work. I believe Government and head teachersare shamefully short-changing our
young people by turning them out of school after GCSE exams and denying them the chance to become better
prepared for 'A' level or degree courses, and for young adulthood. The time between the summer exam period
and the end of the school year is a valuable resource, tailor-made to accommodate a range of short, intensive
courses. These should be of the most practical kind aimed at plugging some of the gaps in the existing
curriculum - a few examples being: 'Effective Use of English'; 'Managing Your Money'; 'Understanding
Statistics' and 'Cooking for Your Mates'. Many more would come to mind in any staffroom. They should be
obligatory for those continuing in full-time education, going on to'A' level (either at school or College), and
discretionary (but encouraged) for those above the school-leaving age, planning a university career or leaving
school to seek paid work. Still feeling themselves to be part of the school community, there would be the
additional opportunityfor them to organise social and sporting activities. As it is, many find themselves at a
dispiriting loose end. I see no justificationfor the present squandering of precious time when classrooms and
staff (no longer teaching exam syllabuses) are available.I speak as an English teacher with 30 years' experience
and I am confident the general lowering of educational standards is no myth. Decisive measures to stop further
deterioration are not merely desirable, they are essential. We owe it too our young people - and to the country.
Yours faithfully, Mrs Jenny Annett
26.01.2010. Dear Sir or Madam, 'A practical and vocational training' is NOT what is needed;instead, pupils
need the levels of literacy and numeracy and a choice of real subjects that will allow them to take opportunities
and be creative in later life. It could be the sort of thing a private school, the type attended by Mr Balls, his
colleagues and their children, provide at present. Or is that too 'Old Labour' for you? Ann Knapp carpe diem
All over London there are small metal-bashing workshops. They have no shortage of work but are almost
invariably staffed by people nearing retirement age who have no one to pass their skills or businesses on to.
These should be hunted out and the government should pay for 3 year work apprenticeships for these men to
pass on their skills to a younger generation of 16 year olds.This would give practical skills and ensure that this
type of work never dies. Engineering in schools seems to have died a death in the wake of 'resistant materials
etc'. When looking at schools for my own children the old metal workshops seemed defunct. We are keeping too
many kids in the classroom who are never going to make it academically, let alone get 5 GCS's grade A-C but
often they will have latent skills which threaten to be wasted. Two boys from my own school days come to
mind, one couldn't pass an exam to save his life but his ability at woodwork was incredible, another was in one
of the lowest forms in the school but actually built a mock up aircraft cockpit in his own home when he was 15.
His best GCE was engineering where he got a distinction.I have lived in my area for 59 years and have met
friends who went to secondary modern school. Far from being non-grammar failures several of those have been
running their own businesses for 20 or thirty years.Help these kids to help themselves. Regards, Jack Morden
Dear Mr Balls Of course we need more vocational training but you need to give better incentives to the trainers,
the employers and the young people. I am completely in favour of life-long learning and improving knowledge,
but when you set the frameworks of the Apprenticeships to include key skills (shortly to alter to essential skills yet again!) and refused to pay training providers unless there was a full framework you put an unbelievable onus
on those providers. Suddenly it wasn't enough that a young person was more suitable to vocational training, they
and the training providers had to achieve in 12 to 18 months (we must remember 'smart targets' mustn't we)
what the schools, with pupils in full time, not one day a week, couldn't achieve in 6 years! There are many out
there for whom it works but the frustration on some of their faces when faced with key skills and other exams is
soul destroying for them and those who are trying to teach them. The employer's don't understand that the
learner still has to attend class or have one-to-one support for these things all they are interested in is the NVQ,
which is how it all started, the practical part of vocational training. You, or rather the government, also
introduced CRB checks if working with vulnerable people, increased the cost, poorly administrated so that
learners could wait in excess of 40 days for clearance. All this affected work placement/experience, and please
don't tell me that CRB's are not needed if the learner is not left in sole charge because the great majority of head
teachers, nursery or care home managers would tell you differently. Then you introduced YA's - even less
equipped to go into the work place. They may be predicted C's in the core subjects but their social skills are on a
whole appalling, and you are expecting this to increase an employer's desire to give a training placement to an
Apprentice. You introduce incentives for employers to take a 16 to 17 year old Apprentice but you only
Scott
Mcfarlane
middlesbrough
introduce that in January with a shelf life until March. Why didn't you bring that in to coincide with school
leaving dates? The young people who are left now are (NEAT)the ones the employers didn't want last
August/September and even if they are tempted with the incentive the young people won't last, the training
providers will have another failure (not to mention setting that young person up to fail) and we won't have met
those targets, and the employers less likely to take a good candidate this September. Most of the NEAT learners
have ill equipped parents who are led themselves by benefits. So back to incentives.Don't expect an Apprentice
to just fill a gap and provide cheap labour. Ensure the Apprentice is paid a higher allowance with an incentive to
the employer as well (tax break?). After all you pay the NEAT person JSA or supplementary and then when
these ill equipped youngster become pregnant you give them added benefits and a house. You are breeding an
unemployable sector. Why not give the learners a 'lead in time' before going into the work place but pay them
and don't mention EMA - they don't all qualify. Let's start having a level playing field out there. Yours sincerely
Mrs Christine Bowden
Dear Mr Balls, as a parent of four, three of which have already benn through the KS2 SATs system, please stop
the need for number four to face the same tortuous, disengaging, inaccurate twaddle. All schools teach to test.
they rely upon the scores on the doors for their survival. If the teachers and heads are saying openly that they
"teach to test" why do you deny that very thing? Test my "number four", but not in that way. It destroys any of
the engagement with learning that the primary sector works so hard at from Reception to Y5. This year I will
keep my son from school in may so he avoids the tests. The teacher assessment used in their place will be a far
more accurate reflection of his true ability. Take the chance to win back the faith of parents and educators......
Hi I strongly believe that the current education system is not producing well rounded people. It may tick the
boxes for academic acheivement but in regard to good interpersonal skills, sence of citizenship/community,
parenting skills, empathy, self awareness and individual responsibility it is clearly lacking. I think society as a
whole is leaving an ever increasing residue of dysfunctional people behind who are incapable of contributing
positvely to society. Goverment involvement in education is not always good for society either,remember ITA
and the 11+, also currently too much emphasis is put on league tables and other performance indicators, same
with health and policing etc. My sugestion is this. Set up a multi-disiplinary team of advisors which will include
psycholgists and sociologists. The work of Charles Murray (Sociology) and Daniel Goleman (psychology)
should prove useful. Yours M Griffiths
dear ed balls i don't understand why you want people to give their opinions on this subject, is it because you
don't know the answer and if so why are you the schools secretary? it seems very strange. there are countries
which have education systems which work much better than ours so why not do what they do, learn from them,
isn't that what education isabout - learning - and if so why are you unable to learn from those who clearly have
better understanding? given that we are all different withdifferent talents it is obvious that one type of education
is not going to benefit everybody. not every child is academically inclined and that is why many do not do well
at school and why so many end up in prison, particularly boys. so what is the answer? build more prisons or what a great idea - prison ships (are they to be taught to sail?) some of us are more practically inclined and
therefore should be catered for in the education system otherwise it is not an equitable system and cannot
produce an equitable society. einstein apparently was dyslexic if he were to go to school today instead of being
appreciated for his brilliance he would be given special classes to fix his disability. neither he nor others who are
dyslexic are dis-abled they are otherwise abled. every child has talent and ability but not every child is
academic. there seems to be a great lack of imagination as far as education is concerned. as the word means 'to
draw out' why are educators so keen to stuff children with what is mainly useless knowledge. children naturally
learn if they are allowed to. educators should think about what education is for andit should not be in the hands
of politicians who tend to be more interested in staying in power and maintaining the status quo with the
disastrous results which are plain to see. so why are you asking me? see what they are doing in countries which
do better than this one and do what they do. carla hennion
Dear Ed Balls, Thank you for giving me the opportunity to have my say in this matter. I am a volunteer with
the Citizens Advice Bureau and see quiet alot of young people who have left school with no qualifications and
exist on their weekly JSA. I understand the Government have tried with the New Dealcourse, but they are not
enough, we need to try harder to make these young people find something they feel good about doing, perhaps a
talent they are not aware they have. Often their parents have gone down the same route and I get very frustrated
that they are wasting their lives and not able to reach their potential. Both myself and my husband have been
luckly enough to work all our lives and bring up two sons who both have rewarding careers. My heart goes out
to these young people, the frustrating thing is they see nothing wrong with the way they live . I know teachers
do their best but maybe more practical and vocational training would break the link they have with their parents,
who have been on benefits all their lives. The majority of our time in the CAB is dealt with dealing with such
families, who exist on benefits and crisis loans, so the state would benefit in the long run. Often these young
people get involved in crime and drugs. I do think the training would have to be compulsary though and
perhaps include time away from the environment they live in.It is so very important no to give up on such young
people, even if they have given up on themselves. The savings on benefits, crime, etc would easiler pay for
such training. I hope you agree. Ruth McGuinness
Dear Ed I am writing to you regarding the current fixation of this government with academic achievement. At
present the current policy I feel seems to focus on the fact that all children have to obtain the obligatory 5
GCSE's grade C and above, 3 A levels and a University Degree to be valued in today's society. This is an
achievement that both of my children have obtained. My son is at present studying for a PHD in Toxicology and
Immnuology at Manchester University. He indeed could not do what he is doing now without with the standard
qualifications to get to University in the first place. My daughter studied for a degree in Business and Leisure at
Manchester University and at present is a team leader in the Inland Revenue. She says that her degree was a
total waste of time and money and she is still in debt trying to pay off her student loans. She says if she had her
time over again she would not go to university but if she had gone into the Revenue earlier she could have
worked her way up to where she is now. My husband has severe dyslexia and although not acedemically clever
he is very clever practically. His practical skills are relied on throughout our family. My sons partner was also
written off by the academic system although he is a brilliant carpenter and has forged ahead in his career
through his practical skills. We are not all the same and it would be a very boring world if we were. Some
people are academic and some people are very practical. We need people in this world to empty our bins, serve
in our shops, fix our plumbing, sort our electrical problems out and these people are as valued in our society as
much as the research scientist who may develop a cure for our many health problems, energy problems etc. I
myself work in the NHS and this intitution is focused far to much now on academic achievment rather than the
practical nature of a nurses role. Although I work in the Admin side of the NHS our nurses are always saying
somehow the NHS has lost it's way in the training of students and how much the old fashioned SEN role is
missed. There are people who would not be able to do a degree in nursing but they can hold a person's hand
giving them comfort, clean them when they soil themselves administer injections, take blood pressures etc etc. I
know the focus is now on allied professionals which is a more practical role and this may be a real way forward
for the practical people in our society who would love to work in the caring professions but who would not
previously be able to so as they would not have been able to obtain a degree. So I ask you now as a mother who
has experienced all sorts of educational achievment within her family, and who's children attended an inner city
comprehensive school in Liverpool, please do not write off children who will never achieve academic success
but concentrate on their practical skills which are invaluble to our society. Bring back apprenticeships and try
and find a way for the public and private sector to employ school leavers.
Derar Mr. Balls, I was intrigued to read a large advertisement in a Daily newspaper regarding vocational
learning for young people. I wonder what's being done to help people who already have a teaching qualification
gain full time employment? My daughter qualified as a teacher in 2005, she's desperate to obtain a permanent
teaching post, instead she's fed on scraps from a Supply Agency. From what she tells me a lot of schools depend
on "Learning Support Officers" to take classess instead of a qualified teacher. If i was a parent i'd be furious to
think that my child was not being taught by a qualified teacher. Are these schools saving money? She's done
Supply in schools where the teacher's off with stress and obviously not coping in the post, yet they're supported.
My daughter has no one to support her. School's advertise teaching posts and intreview, however they already
know who they want for the post. My daughter did 12 months contract in a school, worked really hard, had good
feedback from the head teacher, yet when intrerviewed didn't get the post, although she was given good
feedback.And they'd already seen her teach.When asked for her scoring sheet she was declined. Schools ask for
her back time and time again, however there doesn't seem to be a permanent job. This sounds like sour grapes,
but i'm only a mum that wants her daughter's hard work and committments come to fruition. Have you any ideas
to suport her? How will this current labour government support people like my daughter. Any suggestions
please
I would like to suggest the resurrectio nof something along the lines of the old SKILLCENTRE network. I was
trainer on this system for 13 years and it was very successfull with a high % of employment. I still have contact
with some of the people who were both trainers and trainees and wish the system was still available. I find that
there is a distinct lack of worthwhile practical training (work related) as all courses these days appear to be
theoretical with little or no practical. We are rapidly running out of people who are practically orientated as
trainees are no longer taught to think for themselves or use their initative. I hope my ideas will assist you in the
future M.J.Parker
Hi Mr. Balls, I am a headteacher in a primary school and have have been employed as a headteacher for over
twenty five years. I am still enjoying the role and the various challenges and rewards that it brings. One area of
concern for me is to see many disillusioned and disenchanted students in the 14 - 16 age group. I feel that it is
important to promote skills in the curriculum, but equally it is important to provide appropriate contexts for the
skiils to be applied and be meaningful. With this is mind I feel that all pupils should, at some stage in their
education, be provided with opportunity to undertakea course of what I like to call "Care Education." The notion
being to give all pupils skills necessary to care which they will need in later life. Care for the very young, the
elderly and the disabled and vulnerable members of our society. Not only could pupils gain lifelong and basic
skills through such a programme, but it would alsohelp youngsters develop such personal and social attributes as
tolerance, sympathy, respect, loyalty, support and guidance, responsibilityand so on. It may well be that the
classroom and learning arena that would be one of the most functionalis one that isnear to our doorsteps.
Regards, Leighton Rees Headteacher
Dear Mr. Balls: I do hope the advert in the Daily Mirror is not another gimmick to keep you (the Labour Party)
in power. If you lived in the real world, as most of the country do, you would realise there is such a simple
solution to your problem. Not all kids can be as quick and intelligent as to wantuniversity, but that doesn't make
them thick! Why do kids get thrown onto the streets from school at 16 years of age? Why isn't it feasible to
build into education at say 14 or 15 yrs old, filter lessons, for kids who would wanta career in electricor
mechanical engineering, fitting, plumbing, or administration orvocational work? Why can't these be taught, with
competent people, on site at schools or nearby centres? Get the best of our kids before they turn to despair or
crime, without money in their pockets, or to go out with their friends to enjoy themselves, these kids feel
deprived enough without being called thick and yobs, before having a chance to make anything of their lives.
Think about it Ed. tuition is something you are interested in, would we be better off with these kids ready for
something to work at, doing a job they are interested in, is it not better than being 'kicked in the teeth' at 16
years, in a job they hate or without work at all and being on benefits, thinking no-one gives a stuff about them.
Catch their talent whilst they are still at school. Don't give them a couple of years doing nothing, it is most cost
effective to teach them whilst they are in school than let them leave with no qualifications, or self-esteem and
the Government 'keeping them'. Don't forget that when they are working they pay taxes THINK JOBS NOT
YOBS!! I'm sure that if Maths and English were brought into training lessons, the pupils would be more
encouraged to learn, because they would then see why it was needed in the jobs of their choice eg.
measuements, angles etc. before they left school. When going to job interviews most empoyers ask regarding
experience, wouldn't it begood to go with qualifications, be able to say for the last two years of their education
had been spent doing what they would like todo as a full-time job or apprenticeship. Don'tforget the kids of
today become the future of our Country Ed. When Mr Blair said, Education, Education, Education, should he
have said, No Money, no Money, no Money. When May comes for the GeneralElection don't forget our County,
South Yorkshire, was raped by the Tories, if you don't want it to happen again look after the ordinary people the backbone of this Country. Perhaps a few billion could be retrieved from bonuses of the Executives of the
Banks that we poor people have to subsidise!! Why is it that ordinary people like myself, when discussingwith
colleagues, friends and acquaintances all agree it is a decent solution. Why don't the powers that be open their
eyes to ideas like this. Howcan we find billions of pounds for help in other countries, but struggle to find monies
to educate our own young kids and build on our own Country's future. The ball is back in your court Ed. Please
listen to people that know aboutthese things, having had their world 'kicked about' many times and it is always
the 'WORKERS' who take the brunt. Your future is in their hands. B. Hardeman, Swinton, South Yorkshire
Sally
Cracknell
Chester
David
Cox
Worcester
Dear Sir My two children want to go (actually no, NEED to go) to university in September - otherwise they
wont be able to get a job. We are an extremely low income family (£22,000) p.a. and it worries me sick thinking
about it. Their EMA, ALG, Child Benefit and Child Tax Credits all finish, leaving them with no money and us a
severely depleted income. My husband has been on a 4 day week for 18 months and I was made redundant last
Feb. after 20 years and have had to take a much lower paid job and have been trying unsuccessfully to get
another. The only money we have ever borrowed in our lives was £15,750 to buy a house in 1983. The children
will get a maintenance grant of £2906 which is meant for them to live on, although in our case it will be used to
pay their course fees. I am BEGGING my daughter not to move away from home because I dot want her leaving
university owing thousands. (My nephew left Dundee university last May with a masters degree in maths and
owing £20,000 and has not even had one reply to his applications never mind an interview). Even when they do
finish university there are no jobs, so are we going to have a nation of kids with university degrees working at
McDonalds, Tesco Asda - WHAT A WASTE! I can see me having to say to my kids that we cannot afford for
them to go mainly because of the massive debts.The way I see it, we are going back to the days where the rich
can afford the best education - their kids will leave owing nothing and get all the good jobs. Is there anything we
can claim to help our kids avoid this huge debt and all the worry that comes with it, because without this
education I cant see them getting any kind of decent job. Pat Kirk (Mrs)
I am an Assistant Principal at a vocational FE College and I am concerned that the planned 14 to 19 reforms do
not make room for the trade and craft qualifications that young people are currently working towards full-time
in college - these include engineering, construction, hairdressing, hospitality and catering. The Diplomas as
currently constructed will not their needs and these young peopl will significantly disadvangtaged. We are
already struggling to find sufficient employers to take on apprentices. I would ask Ed Balls to look again at the
four routeway and maybe come to talk to our young people about what their career ambiyions ar and how they
like to learn.
I was amazed at the number of English schoolchildren who were on holiday with their parents during the school
term in January. I asked a family in the next villa to us & they said that they merely told the school that their
children were sick & no-one checked ! Compare this with children from other EU countries, who were on hols
at the same time :- German Nil French Nil Spanish Nil Is this the reason so many of our children cannot read or
write. But I am sure this is a waste of time & nothing , as usual will be done ! Mr Balls you should be ashamed !
Dear Rt Hon Ed Balls, With regard to an advertisement in the Daily Mirror, dated 2nd January 2010,
whereupon the advert is asking for people to contact you regarding “Feedback on why we need more Vocational
Training.” Firstly I hope you don’t mind me saying how annoyed I felt on reading such a public notice. I have
been a lecturer for a period of fifteen years, teaching Electrical Installation Vocational skills to school leavers
and adults that wish to gain employment into the Electrical Contracting Sector. My involvement in this
environment has seen many positive outcomes over the years. To my disappointment, QCF are readdressing all
current NVQ programmes (commencing September 2010), which will be superseded by these new VRQ
qualifications. Vocational Related Qualifications are exactly what it states…. Vocationally Related. There is a
very limited amount of practical activity written within these new qualifications. These qualifications are not
suitable for the trade but written for a learner to have an overview of many engineering roles. A learner wishing
to have a career as an electrical installer/contractor should have the right to take the necessary qualifications
within the college environment which is dedicated to their specific needs/choice. On successful completion of
their choice of study, he/she will then become more employable by companies with such qualifications, as their
qualifications will show that they have the practical skills and knowledge to progress onto a Level 3
Apprenticeship. The new QCF framework as it stands offers an Access course for our industry which is set at
Level 1. This qualification has been designed or so I am led to believe by the electrical industry and funded by
Dcells, or additionally an Intermediate Certificate Level 2 course can be undertaken, but funding for this
Intermediate via Dcells is questionable at this time. (why doesn’t anyone have the answers for funding?) This
new access qualification is not suitable for staff at FE colleges to identify the appropriate skills needed for
16/17year old learners to be eligible to progress and enrol onto a Level 3 Electrical Installation Apprenticeship,
due to the lack of practical hands on elements within the qualification. Therefore, we will not be able to make an
appropriate appraisal of the candidates that we pass on to the employer. This will I’m sure result in an extremely
low attainment level and drop outs at Level 3. Why would we want to go down this path? Colleges have been
undertaking this “pre-apprenticeship” (for want of a better term) process for many years. Industry contacts the
colleges’ for their future employees and ultimately very happy with our appraisal of the candidates that we send
them. This is and has been ongoing across the country for decades. This enables good attainment at Level 3. The
new regime will be putting an end to all this! Furthermore, adults who have been made redundant and wish to
retrain as an electrician will only have this VRQ Access qualification to complete, which is most definitely
unsuitable due to the limited (Very limited) practical element. These new VRQ’s are not suitable for the learner
to progress into the electrical contracting sector. I have attended many meetings around the country where senior
members involved with Summit Skills and the Industry have stated categorically that the only personnel that are
allowed to complete any Electrical Installation courses (Not the new QCF Access routes) are the ones that are
employed within the industry as electrical installation apprentices. All routes into electrical installation courses
are at this time blocked for any personnel outside the apprenticeship framework. Is this discrimination? Why are
large sums of government funds being used to design new qualifications where limited numbers only are
allowed to enrol on such courses? This is ludicrous. If this new regime stands, then there will most certainly be a
massive shortfall of electricians in the future, which will be an addition to the current shortfall, as there will be
no avenues for any other personnel to retrain as an electrician in the college environment. Once again, the new
VRQ’s are not suitable. These qualifications might as well be called GNVQ’s, because this is exactly what they
are…. Academic courses. Changing the GNVQ to VRQ is understandable, because both are the same
qualification (my opinion), however changing the NVQ to a VRQ is outrageous, and should not be allowed to
continue. NVQ is hands on practical skills with an additional academic qualification to enforce the theoretical
element specifically for the trade. Theory/practical ratio is approximately 50:50, whereas after seeing current
drafts of this new Access framework, I can only assume that the ratio will be in the area of 95:5 ratios.
(Academic qualification I would say?) If a learner has just completed ten years in both primary and secondary
education and then wishes to focus on a vocational career, then he/she should be allowed to do so. If my
son/daughter was unable to gain an apprenticeship at the age of 16 when leaving secondary education, why
shouldn’t he/she be able to attend a college to be trained to a certain level prior to gaining an apprenticeship,
within a field that he/she wishes to concentrate on? Financial cut backs in the current climate is understandable,
but this madness of changing Vocational qualifications to VRQ’s is unnecessary and unwarranted.
Furthermore… the new QCF and VRQ qualifications will also involve many job losses within Engineering
Departments across England, Wales and Northern Ireland within FE colleges. Why do I say this? Current NVQ
and City and Guilds full time courses have historically had approximately 750 learning hours (lecturing) to
deliver a programme within the academic year, whereas the new Access VRQ course delivery has a total of 300
“Notional Hours”, which are not all lecturing hours. Adult classes in the evenings will not wish to retrain into
our sector whist undertaking this new Access qualification, as the qualification is of a very low level as
mentioned previously with limited practical work, which of course is not what the “Vocational Learner” is
expecting! Adults or persons wishing to retrain, have currently only one option (unless the new funding
mechanisms for Sept 2010 change?), and that is for us to deliver to them the existing qualifications which are
still available for registration (NVQ’s and City and Guilds 2330). However, under the new regime these existing
qualifications will not be funded by Dcells after July 2010 (again, unless this changes) and hence will cost each
learner, within a classroom size of 16, around £1400.00 each per year (cost recovery). At these costs I think it is
fair to say that the courses will not run, which of course has an adverse affect on staffing within FE institutes as
well as no path for adults to retrain as an electrician. Whatever happened to Life long learning? Going back to
my initial statement where I said that your advert in the national newspaper annoyed me, I trust you can
understand why I made such a comment. Following the demise of woodwork and metal work from secondary
education, this had an impact on poor hand skills with learners wishing to access a vocational career. The new
QCF, VRQ qualifications will be extending the period of these poor hand skills for learners and it is for this
reason that the Vocational courses need readdressing and put back into place to enhance the Vocational career.
It seems to me that the government are not aware of what’s going on. Here we have a huge change to
“Vocational” courses that are being engaged as we speak, and then I see your advert asking why we need more
vocational training!! This letter could go on and on, as there is plenty to talk about. May I apologise for being
blunt at times, but this is purely my passionate nature toward education and training. During fifteen years that I
have been in my teaching role, the direction that we are heading worries me immensely, both for appropriate
training courses and job losses within my sector. This is not something which is affecting just my regional area,
but nationally across the country. I am personally an active member with both the Welsh College Regional
Forum as well as the National College Forum (www.swancoll.ac.uk/netf ), and all members are concerned with
job losses with this new regime coming into force this September. I would be very happy to discuss this further,
if you see it necessary. I look forward to your reply and will be happy to disseminate to all members of the
forums aforementioned. Yours sincerely, Nigel Burford
Peter
Alexander
Bexhill-on-Sea
There is a history of too much government involvement in education, and by ministers who know far too little
about it. I say, leave teachers and schools to decide what is best for their pupils. On the basis that, by and large,
we learn by DOING, then there is a very strong case for education to be based around practical activity. In
secondary schools there should be much more emphasis on knowing and teaching the child rather than the
subject. As a former primary school teacher, I have seen hundreds of children who need far more
encouragement than an academic education could possibly give and hear of even more who are not equipped for
life after school.
jean
gibson
London
Currently education offers a rounded down average to every child- and takes no real account of what capabilities
a child has. The bright are bored- the not so bright are bored- university costs too much to contemplate. I have a
very clever Oxford graduate who cannot get a foothold in any kind of paid job after a year of leaving and has
huge debts as a result. What point is there in a degree if there are no jobs in the area of the degree taken? What
do we offer children as a result of all the hard work they have done at school? The crime rate rises because we
offer no hope,no future, no income, no housing- and leave them depressed, drinking too much, killing one
another out of boredom in a world that offers no hope- environmental destruction and misery. To make it even
worse we show them role models who have no talent and behave badly and get away with it. It is time education
was not about chasing paper and evaluating schools and teachers, but about learning for life and love of it and a
decent government must repay its debt to young people and offer them something worthy of effort.
andrew
tingle
sheffield
Melanie
Phillipson
Derby
Louise
Davison
Keighley
We currently have a little girl who attends school and has done 2+ yrs she is doing very well however the
problem that has been highlighted is her confidence and her inability to adapt to change although this is getting
better its still a problem. We also have a son who is due to apply for school this September however e live
outside the catchment area of our daughters school and for what ever reason the population as increased and the
schools capacity hasn't therefore the likelyhood is he wont get a place at the same school as his sister which
means either we have to move house or we have to move our daughter which the opinion is will do her a great
deal of harm with regards to her education I am interested in the opinion of the minister of education as to
wether he thinks this is acceptable
Dear Mr Balls, I am a lone parent of a young man who has high functioning autism. The reason for getting in
touch, is that when my son was newly diagnosed my now ex husband struggled, a long with most of my family,
so my son was sole dependent on myself, and daughter. I had no access to external support, and even now I only
have his school. Anyway my aim is to help families, through a provision which will run like a private day
nursery, but will also focus on sensory, and communication. I am a qualified nursery nurse, and MAKATON
local tutor, as well as having hospital experience, within a diagnostic nursery. I have also looked into nurseries
within Derby City, and whilst integration is good, and I am all for this, and place my son in all sorts of different
positions, where he has either ask for help, shop, get his hair cut, and make general choices, which important to
daily living. But life was not always like this, he did not talk until he was 5 years old. This is whee I want to
help, as the first 6 years of a child's life is most important, and will also help so many children with the
transition to school, whether this is mainstream, or resourced. I am more than confident that if my son had of
accessed this type of provision he would be more independent than he currently is. I sincerely hope you can help
me, in this venture, as children are the future, and what they learn whilst they are young, aids the progress as
they develop, and the way they view society. I look forward to your response. Very best wishes Melanie
Phillipson
The government needs to stop turning vocational subjects into academic study. The new Diplomas and new
BTEC subjects take vocational subjects such as Brickwork, Joinery and Plumbing and turn them into academic
subjects. We need tradespeople who can actually DO the job not wirte about doing it. Let academic people study
A levels and degrees and let the more handy students study a trade. The focus also needs to turn from money
making to skill acquisition. The government has made educational establishments have to run as businesses
rather than places of learning to the detriment of the students. Certainly in FE easy level courses are picked and
students are interviewed and screened to make sure they are capable of passing before they even start the course.
Louise
Davison
Keighley
The government needs to stop turning vocational subjects into academic study. The new Diplomas and new
BTEC subjects take vocational subjects such as Brickwork, Joinery and Plumbing and turn them into academic
subjects. We need tradespeople who can actually DO the job not wirte about doing it. Let academic people study
A levels and degrees and let the more handy students study a trade. The focus also needs to turn from money
making to skill acquisition. The government has made educational establishments have to run as businesses
rather than places of learning to the detriment of the students. Certainly in FE easy level courses are picked and
students are interviewed and screened to make sure they are capable of passing before they even start the course.
Louise
Davison
Keighley
The government needs to stop turning vocational subjects into academic study. The new Diplomas and new
BTEC subjects take vocational subjects such as Brickwork, Joinery and Plumbing and turn them into academic
subjects. We need tradespeople who can actually DO the job not wirte about doing it. Let academic people study
A levels and degrees and let the more handy students study a trade. The focus also needs to turn from money
making to skill acquisition. The government has made educational establishments have to run as businesses
rather than places of learning to the detriment of the students. Certainly in FE easy level courses are picked and
students are interviewed and screened to make sure they are capable of passing before they even start the course.
Alan
Richards
Chigwell
My Daughter is currently studying at our local college for a BTEC in Health & Social Care. The teachers ( I
cannot bring myself to call them lecturers) rarely turn up to classes, fail to collect assignments and for one of
them thinks it their duty to belittle the students at every opportunity.Having been assurred by the college that the
course that she is taking would guarantee her a place at any university to study Medical Biology, she has
recently found out that this is not the case and she will need to take further qualifications. Isn't it about time that
these colleges were more accountable to the students and their parents.
Lynda
May
Neath
successful schools have good management. Far too many headteachers/ management are not capable of doing
their jobs properly! not protecting their staff, not sticking to protocol and often do not know the rules and
regulations, putting their staff under undue pressure in an already difficult job! If you do not start looking after
your teachers properly you are going to have an increasing decline in quality teachers. Most teachers I know
can't wait to get out of the proffession as it is becoming so dangerous, with increasing false accusations, and
court cases ruining the lives of good honest teachers and their families. We are heading for a major crisis! Who
is going to protect us teachers?
jane
shepherd
shaftesbury
ParentIn
Cumbria
Cumbria
william
john
kidderminster
martin
brown
Dundee and
London
I have been a Teaching Assistant for almost 14 years and I see more students disaffected from learning in school
now than when I started int this job. They cannot see the relevance of much of what they are asked to
learn.Schools are pressurised to achieve as many A to C GCSEs as possible which does not favour the more
practical students. Because many of them are studying subjects they are not that interested, in they do not work
well in lessons and stop the more able students achieving their potential. Our school now offers a wide range of
vocational courses but many have to be delivered off site which means we have to bus them some distance to
other colleges or establishments in the county. It also limits the number of students that can attend them.These
courses are proving to be very popular with students but many parents think that because we do this it is not
such a good school to send those academically minded students to . This is untrue as many of our students also
achieve very good marks at GCSE ,AS and A level. I find it very frustrating that I am spending a lot of my
working hours trying to get kids to do academic work that they see as a waste of time when they would be much
better occupied learning something that would enabnle them to make a living in todays world!
Current procedures do not protect parents and children where they observe bad paractice and poor behaviour by
those running the schools. I would like to know whether this can be addressed properly.
Re-The above ,- Not only for the purposes of earning money initially but,so that the young might gain self
respect in for example ,'the making of an object ',from whatever material or materials ,or in carrying through a
process,which has an end result of which he/she can be pleased . The thought process might be used on many
occasions ,leading to further self discovery ,through a tactile approach ,with self value self confidence and some
pride ,which should encourage and enable he/she to find their rightful place alongside ones fellow men .
As a former secondary school teacher and then as an educational adviser, and now working in digital media I
have often thought about this stuff. In my experience, in scottish schools at least, there is very little recognition
of what people bring into schools from other roles or their wider experience at least by school managers.. not
always by school children though. There is still a warped view of academic versus vocational and this seeps into
professional decisions about staff, leadership for learning (often a misnomer) and school appointments. Existing
management structures act as a barrier with narrow interview procedures usually with managers who have very
limited general management training or skills such as human resource expertise or training. One example of
outdated behaviour and top down inertia: school managers, who are usually furthest, in time and distance, from
the classroom nearly always take all the decisions and make most of the big presentations about that thing they
are probably least able to do after many years in management, teaching and learning (ironic in some ways). And
this is usually irrespective of who is working under them in a large staff: the classroom teachers with
postgraduate qualifications, broad life experiences or transferable business talents and abilities. Old hierarchies
and a great deal of tired professionalism lives on in the management of our schools up and down the country.
lynn
rust
church stretton
I work in a very sucessful academy, run by a group who invest in good education, and are not selective in their
choice of students. I welcome diversity and truly believe that the way forward is to develop young minds rather
than restrict them by enforcing a rigid national curriculum. If diversity means excellent and interested teachers
being allowed to push beyond the present restrictions and choosing avenues of learning that fire up interest in
the minds of students, rather than everyone in England teaching the same thing at the same point in the life of
every child, every year, because it is easily controlled and measured, then I'm all for it. I think our present
regime is failing both our students and our teachers It is unlikely that restriction will give birth to inventive and
innovative teaching which reflects the changing world we live in. If parent power moves towards a more lively
and informed interest in what children may be taught and how, then it would be welcome.
Karen
Maw
Southend
I wonder if I am the only parent that would like to see my child given a choice for the study of Religious
Education, and PHSE and PE in the final two years of their compulsory education or whether these were
removed from core subjects at this stage and replaced with ones more in keeping with essential learning. I object
to valuable time being used up with subjects that to all intense and purposes will not provide the education
needed to improve my childs chances of a job. RE and PE etc should be choices not core subjects. I would like
to know how the decision was reached to make these core subjects and why.
JEAN
FORD
Newcastle upon
Tyne
Surely aptitude, subject knowledge, ongoing CPD,. professionalism and the ability to engage pupils equate to
QTS rather than the ridiculous situation whereby those of us who were able to teach in schools when we gained
the post16 Cert Ed in the 80's are no longer qualified to do so? I am a qualified teacher, doing the job every day
with permanently excluded pupils, meeting all my professional development targets and producing ever
improving examination results. Why can I no longer call myself a qualified teacher in the eyes of the GTC?
Diane
Brine
Basingstoke,
Hants
We are a nation that likes to dictate and pass blame to the other person(s).Children are failing in Education from
the base line, primary school. Who or what are the main reasons for this? Government they come up with all the
new ideas , funding, but it stops there. It is fantastic when there is funding available to help stop children failing
in Literacy in primary schools.However when a parent finds FREE Postgrade courses backed by Government it
is not compulsory to send teachers off to do a course to help the children . The schools cannot force their staff to
go on a course yet the government wish to stop this statistic from rising. Why then does the Government not
make it compulsory that all PRIMARY school teachers do a course in Dyslexia as this is one of the main
contributing factors of children failing within the Education System today. Teachers are not specifically trained
in this field. Yet again children and parents are let down and those who instigate these are the heroes but are
they when they only do half a job?
‘Have your say’ messages to Michael
Gove MP
First
name
Colin
Surname
Region
Aughton
Herbert
Kathryn
‘Have your say’ messages
Dear Michael, Back in the 1950s and 60s an amazing trend could be observed in British education. The grammar
schools were [] successful in providing first-class education to all who could benefit from it (rather than all who
could afford it). Many prominent figures of politics, industry, commerce and the arts came from grammar schools.
Sadly, the situation has now reversed. Political ideology has destroyed the majority of grammar school provision,
but failed to replace it with any worthwhile successor. Setting and streaming is not the answer to this unacceptable
state of our disgraceful state education system. I would suggest that no more than 33% need a classical education
and that the rest should be introduced to the joys of a more practical experience. To calm the unloved children that
are in abundance, give them a combustion engine to dismantle and to re-assemble. Yours sincerely , COLIN
WILIKSON
Stop denigrating grammar schools.Instead, support and increase them. As a boy from a poor one parent family I
certainly benefited from my scholarship to one. Also, do something about teacher training colleges where a lot of
the nonsense causing today's poor standards is instilled into students. Herbert Hughes
Warwickshire
Dear Mr Gove, Practical & Vocational learning are certainly something to be encouraged. However, back to basics
must be the first thing the Conservative Education Policy embraces. Education doesn't start when children need
vocational guidance. It starts with learning to read, write & add up. A little bit of discipline helps in achieving this,
and unless these three are in place anything else is pointless. Children should not be advanced to Secondary
Education until they can understand what they are meant to be doing. No matter how good a teacher is, his/her
hands are tied if pupils cannot read! Please aim to get our education system back on track so that our young people
can have a chance in the world. At present academia abroad discounts a British State Educated applicant as not
worth bothering with.
Dear Michael Gove, As a secondary school teacher with over 40 years experience, I entirely agree that those of our
young people who are not academically inclined should be given the opportunity to develop their technical and
manual capabilities. Such practical instruction would enhance the self-confidence of the pupils concerned, as well
as contributing to the growth of a well-qualified and competent native workforce. It would solve the very
worrying, and unnecessary problem of the existence of NEETS in our society, and would enable Britain to work
her way out of economic collapse instead of encouraging financiers to generate money out of the air. Such
practical instruction needs to be carried out principally at the work face by an approved mentor who can pass on
his/her skills to the trainee or apprentice, and incidentally, instil a pride in honest labour which has been
significantly downplayed in recent years. I would encourage members of the Conservative Party to arrange
meetings with skilled workmen, mechanics, carpenters, housebuilders, plumbers, etc. and take into serious
consideration the views put forward by the people who are intimately involved with building and/or maintaining
very valuable technical and manual skills. It would also be most beneficial if the blue skies thinkers in the Party
studied the secondary school system of Germany which has long valued the contribution which vocational and
practical education has made to the economic wellbeing of the country. Yours, Brigid Murphy
Those of us born in the 1940s had practical lessons at school alongside Maths and Latin . Our parents who had
lived through the war had learnt and passed on their practical skills to us.We can cook and mend and are better
able thereby to cope with life in a downturn. There is a joy and satisfaction in making something whether it be a
cake, knitted jumper or bookshelf. Young people (all people!) need to learn to touch type, mend punctures, cook,
manage household accounts, grow food and take pride in making things again. Thank you for inviting our
thoughts. If only governments asked more before they embarked on expensive projects! Jenny Hill
How about giving those that send their kids to private schools, a tax break? We are saving the government
millions and a tax incentive would encourage more people to send their kids privately which will reduce
overcrowding in state schools Jeremy Field Consultant Orthopaedic Surgeon
Apprenticeships and similar training schemes require a) companies to invest and b) Technical colleges to support
academic attainment relevant to the employers. Few but the largest companies can afford this investment. A case
for tax incentives and less control of minimum wages. Many areas of business are predominantly small scale
companies who cannot afford apprentices and would offer limited training anyway. Technical colleges must fill
the role of skills development with practical courses e.g. building trades and the motor repair trade.
The single biggest problem with young people starting work for the first time is indiscipline. Young people have
little discipline in their homes and almost no discipline in their schools. All the wrong messages are sent out to
them, particularly in their schools. I know from my grand-daughters that the first week of a new term little gets
done before the teachers get organised and in the last week of a school term they spend their final week watching
DVD's brought from home or they are sent out on some kind of a survey in the local shopping centre just to get the
kids out of school so that the teachers can "wind down" for their next holiday. This is not an exageration. When the
kids get to work they don't like being told what to do. I can understand why.
What is needed is more one to one help with reading and writing and daily living to enable these severely deprived
children to get a start in life so that when they move on to secondary education they can learn practical and
vocational skills. Teachers must be allowed to do the job they are trained for: they know that one size does not fit
all. The overweening attitude of the education department is totally demoralising for teachers, it is far too
prescriptive.I am sure if youtalk to teachersyou willfind out what they really feel.
There is little point in just making more practical/vocational training available to young people unless there is coordinated management of what trades we need to train for, the willingness to employ people who have reached the
pinnacle of their profession, and a readjustment in the public psyche of the true value of a well trained builder/
plasterer/decorator/plumber etc who will work correctly. He will eventually oust the cowboy who exists only
because we dont have enough of the correctly trained variety.
Simon
Sutton
Dear Michael Gove, A quick response to your call for ideas on the back of the Guardian. 1. I think it is a mistake
to refer to practical and vocational learning all the time especially pre-16. The term vocational implies making a
long term commitment to a specific trade or profession and it is off-putting to many of the young people who
would benefit from it.. I suggest it is much better to refer to these courses as applied learning which implies that
the learning will be wedded to professional practice and craft skills but will be applicable across the board. This is
beginning to work when selling Diplomas although I am not necessarily advocating them specifically. I do think
we lost a crucial initiative when the proposed 14-19 Diploma was thrown out. Most Educational professionals,
except those who do not like change, did not believe that A levels were being subsumed but simply brought into an
integrated means of education. It was the closest we could get to the Baccalaureate and presented an intellectual
challenge to young people which was stimulating and proactive. 2. Please re-think the proposal announced
yesterday not to fund Graduate Teachers with less than a 2.1. Teaching is not just about knowledge but about
vocation and it would be a mistake to narrow recruitment at post graduate level in that way. More rigorous
psychometric testing based on Teaching skills including pedagogy perhaps but don't tighten the entry standards by
level of degree. Thank-you Simon Surtees, Operations Manager, Sutton Connexions
Make sure that trainee teachers are given careful training in classroom management. It will not matter how good a
trainee's degree is if the trainee cannot manage behaviour effectively. When setting up a training school in South
London I made sure that behaviour management was at the core of the training programme. Since its inception
2000 trainees produced by that programme have become heads of department, senior teachers and assistant heads,
their progress accelerated by the ability manage the behaviour of children in such a way that learning is brought to
the fore and behaviours that hinder learning are eradicated. John Fullman
Dear Mr Gove, When Labour came to power, there was plenty of funding available (through the FEFC) to fund
academic courses for adults (e.g. GCSEs), but now there is virtually none. This has led to an impoverishment of
opportunities for adults and made a farce of the concept of lifelong learning. You ask me to tell you why I think
young poeple need more practical and vocational learning. This is like asking when I stopped beating my wife.
Why should the reader share your assumption that there is currently too little? There are plenty of vocational
options and a plethora of funded VT opportunities, both for young people and adults, possibly the right amount.
But there are way too few funded academic opportunities for adults out of FT learning. Yours sincerely, (Dr)
Nicholas Smith
Dear Sir, I hope a future Conservative government wouldundo the damage to further and higher education
perpetrated over the last 20 years. The University sector has been over-expanded causing a dilution of standards,
high dropout rates, funding crises, and high levels of student debt. Too many young people are being persuaded
that a University course is the only option when they would be more suited to, and more motivated by, a structured
training scheme which combines practical and theoretical learning. Large companies in the UK once had
admirableapprenticeship schemes which provided arange of options leading to City Guilds, HNC and HND
qualifications. These were practical, flexible, valued by employers, and well suited to the needs of industry and
commerce. We are not just talking about apprenticeships for plumbers and electricians, valuable though these may
be, but programmes which could lead to a wide range of jobs at craft, technician and technologist level. These
programmes need to be revived and accorded a much higher status. Abandon the 50 per cent University
participation rate and instead aim to meet the realneeds of young people, business and commerce. It would also be
easier on the Exchequer! Yours sincerely, Ray Jennings
Dear Mr Gov e The answer is not as simple as your question makes it appear. What and how to do it, once the
need is established? First of all, take away the differential that, for decades, has diminished the value of practical
skills, against the white collar and so called brainier workforce. It is necessary to educate the population at large in
revising their perception of what is desirable and what is second class. We need now, and will for any foreseeable
future, a mix of skills practical, hands-on, as well as academic, and we need our children to aspire to the full range
of what is possible, needed and available. This they will not do, if their parents do not value all opportunities
equally. There are two particular strands I would like to see pursued: 1 Psychometric testing, for aptitude, and IQ
testing, for latent potential, in schools at, probably, 3 ages [since abilities do change as one develops and nothing
should be cast in stone too early]. I suggest 10 or 11, 14 and 16. At each stage, a range of possible options will be
presented, suggesting skills that it might be worthwhile pursuing rather more than some others, enabling each child
actually to achieve the best possible outcomes for him or herself. After 16, the optimum choice of careers is
demonstrated and higher education can be aimed at honing the potential shown. This then makes the choice of
continuing academic, or practical and vocational, training a simple one because it will be the path providing the
best opportunity for the individual to succeed. 2 A concentration on both ends of the special needs requirement. At
present there is ample indeed I would suggest too much emphasis on giving a child with a learning difficulty or
physical handicap an equal opportunity in a learning environment. I actually believe that this concentration on all
such children being schooled in mainstream education, rather than in more suitable environments, disadvantages
all the other children in such classes and achieves the direct opposite of equal opportunity. The same is true of all
schools that do not stream set pupils are held back while the slowest try to grapple with ideas the others are
generally getting bored with hearing repeated. All children need to be extended and challenged, to the limit of their
ability that is true equality of opportunity. So I return to my point gifted and talented children are paid lip service
to, in terms of getting any special treatment. They receive nothing like the attention paid to those at the other end
of the ability spectrum and most teachers are not trained to cope anyway. This is wrong! It is wrong for the
children but, more pragmatically, it is wrong for the future advancement of our country if we eschew excellence,
which is effectively what we have been doing consistently since the introduction of comprehensive education.
There are, clearly, exceptions to the norm, but the standard educational establishment is guilty of trying to be all
things to all pupils. This is not possible. Equal opportunity for each to achieve the maximum possible, from the
optimum set of learning pathways, is the only way properly to provide for our futures anything else will produce a
satisficing rather than an optimum and we will decline even further in global terms. Sincerely Ric Richards
To Mr Michael Gove, MP, and Phillip Dunne, MP In an ideal world we would have: Everybody entitled to
education to the limit of their skill, diligence and ambition, free of charge. Universities to be strict on terms of
entry, students' diligence and results. If a student fails the exams or doesn't work - let him/her go. No dumbingdown of exams; no fiddling with the scores criteria to favour or handicap any students. Because we break these
rules, we risk: Appointment of under-educated and underqualified people, leading to poor performance in trade
and professions. Encourage the apprentice system for less academic folk. A skilled carpenter or mechanic is just as
useful to the community as a graduate and deserves the same respect. Far too many universities accept ill-qualified
students who need remedial literacy coaching, while others operate trivial courses, irrelevant to employers' needs.
We cannot afford them. Neither can we afford to waste the telents of our young people, from whatever stratum of
society they come. Peter Morford.
Ric
Richards
Coventry
Dear Michael Grove, It would be a grave mistake to put more emphasis on the vocational, unless this is understood
in its broadest possible sense, for the following reasons. 1. A rounded young person with a high level of literacy is
then excellently placed to add whatever vocational skill s/he wishes. The difficult thing is when an attempt is made
to transmit the vocational skill before or without a good level of literacy numeracy. I have had occasion to have
dealing with, in the south of England, many builders, gardeners etc who have a good basic competence in their
trade, but who are hampered by their inadequate levels of literacy and numeracy. On the one hand, this means that
they lose jobs because they lack confidence in writing basic quotes; on the other they often cannot read the
instructions on equipment etc. In addition, it is difficult for them to progress, to upgrade qualifications, stay ahead
of their trade etc. 2. The second essential thing that is needed is a work ethic, self-discipline, high levels of
accuracy, demanding high standards from oneself. Education policy makers should therefore be looking at where
these attributes are best acquired. Certainly, they can and should be acquired from the early years in the way in
which the English language is taught. The future builder who knows how to spell and punctuate and has a pride in
his/her language is likely to transfer this accuracy and care to other activities as well. 3. Finally, there are various
subjects seen as elitist or of minority interest in Britain, but which are seen as truly useful, vocational etc in
countries with a high educational level (Finland, Sweden, Germany etc). Among these are foreign languages: for
Britain to be competitive internationally, it is urgent for the next government to reverse the actions of this Labour
Government who abolished a foreign language as a compulsory GCSE subject. Best wishes, (Prof.) Carol Sanders
Problem with David Cameron's latest initiative is that a good degree doesn't mean someone can teach! There are,
quite possibly, a number of inspired teachers who can get the message across and nurture the germ of learning that
will see many students succeed who might otherwise have run away! There certainly needs to be a robust system
for firing those who fail their students, but let's not throw the gifted teacher out with the 'elite only' bathwater.
We know a boy in France who was not especially academic (failed his Bac), but loved cars. For his last year at
school, he alternated two weeks training as a mechanic in a garage with two weeks' schooling. He left school and
went straight into a job he loves. He's doing very well indeed - has his HGV licence and drives a BMW.... Why
should academic qualifications be the only ones that matter? We will always need plumbers, mechanics,
electricians. Thanks for reading this. Angie Pyman
Dear Michael Gove While swinging cuts in education funding have been announced, universities continue to be
obliged to fund student unions based on a levy per student. With record numbers of students these unofficial
charitable trusts receive record funding from the tax payer and from student fees. It seems that the only people to
whom they are accountable for this public money are their own members. There are no conditions on that money
and there is no external scrutiny of how it is spent. And how do they spend it? They run in competition with tax
paying companies, running binge drinking events such as Drink the bar Dry and they offer subsidised booze for as
little as 99p per pint. From those public funds they also support clubs and associations within the Student Unions
whose stated or clear aim is the consumption of alcohol In addition to the direct public funding that Student
Unions receive, they also receive buildings, utilities and IT infrastructure either for free or for a peppercorn rent.
This funding and facilities must amount to many millions of pounds per year. Students don't even have a proper
choice about being members of Student Unions. They are automatically enrolled and their money is taken. They
don't get a refund if they opt out. Their library card, student card and student union card are one and the same. It is
a closed shop. I belong to a trade union but I pay a subscription and the union has to prove its worth in order for
me to continue paying. It receives no public subsidy. I subscribe to charities. They have to prove their worth. I
have a choice as to whether I subscribe or not. These worthy charities operate without public subsidy. At a time of
such swinging cuts in education, any public funding of student unions should be ring-fenced to student services
and they should pay a proper commercial rate for the buildings and facilities that they enjoy. They are not official
organisations, they are independent charitable trusts, not accountable even to the charities commission. There are
plenty of respectable private companies that will provide events and services to students without public subsidy.
They shouldn't have to compete against an organisation receiving a public subsidy and we as tax payers should not
be subsidising binge drinking. I would like to lobby for a removal of any obligation to fund Student Unions. There
are far worthier causes for our money and students should have the choice - A lecturer, a course, a reduced tuition
fee or a binge drinking club! And of course, if we saved possibly hundreds of mis-spent millions by cutting
funding to student unions then we would have more money for real educational services including vocational and
practical courses. Yours Sincerely Timothy J Gould
Dear Mr Gove, Further to your ad in this mornings Metro, I would like to raise the issue of unqualified teaching
staff. I have been assisting teachers/ teaching assistants secure long term assignments for the last eleven years. In
2004 the present government decided to remodel the work force. This resulted in the creation of Cover
Supervisors. These Cover Supervisors are employed on fixed term contracts to cover teacher absence. The DCSF
regulations dictate that Cover Supervisors must only cover for three teaching days after which point students
should have a qualified teacher. However, it is very apparent that Cover Supervisors are being used in an on-going
capacity. Cover Supervisors are paid roughly half a teachers salary and are expected to plan, prepare and evaluate
all students work. What is the point of attracting graduates into the teaching profession if they cannot secure
positions because schools are employing unqualified teaching staff on half a teachers salary? I have numerous
examples of disheartened teachers and can provide proof from British trained teachers who are struggling to secure
assignments. As a parent, I worry about academic standards declining. Last week the government published the
league tables which show an improvement in London. However, it is widely known that schools are massaging the
league tables by focusing on NVQs and BTEC. In some subjects, an NVQ equates to four GCSE passes. I would
appreciate your views. Best wishes, Liam McCann
Dear Michael In factI would press - urgently - not just for the narrower category of vocational learning but for a
whole new approach to technical education. In this country we have under-funded - and disrespected - technical
education for generations, to our cost. I am not just talking about plumbers, carpenters electricians .........in France
Germany, technical schools from age 13-14 have equal status to straight academic schools : we need engineers,
inventors, innovators. Our industrial sector is in dire straights. An over-reliance on finance service sectors has
proved dangerous disastrous. As we watch major UK companies disappear to overseas buyers and jobs
(ultimatelytax revenue)lost, we must plan a better, broader economy for the future. We need more flexibility in our
education system. And 'Blue Peter' add-ons really will not do. A major re-think is needed. Technical education
should be a major plank of any future government planning. Regards Brenda Manor
From day 1 in primary school ALL children should be taught to read using synthetic phonics and if reading ability
is poor should be held back a year until required level is reached. Every child should have access to a grammar
school if they reach the required standard .This was the best way ever of poor children acheiving good jobs
university etc.The amount of politicians from both sides who went to a grammar school but now seek to deny this
opportunity to all children sickens me. steve farrington
Dear Michael Gove The dextrous and versatile human hand is one of the hallmarks of our species and, therefore,
it would seem foolish to ignore the satisfaction that is to be obtained by “using our hands”. It is not only the less
academically able who can be fulfilled by manual labour, most human beings enjoy producing something that they
have made using their hands, whether it be a work of art, a brick wall or a garden full of fresh vegetable or flowers.
Obviously it is not literally true that “the Devil makes work for idle hands” but it is my assertion that many of
today‘s troubled and troublesome young people, especially the male ones, would be much happier and less
disruptive if they had something constructive to do with all the pent up energy in their hands - something more
socially useful than playing computer games or vandalizing public spaces, never mind the effort they put into
beating each other up. And, if you are looking for support from the Christian vote, have you ever pondered the
significance of the fact that Jesus was, allegedly, a carpenter rather than an accountant or, Heaven forbid, a
management consultant? Regards J. Vince
* Many - if not most young people - don't know what to do for a job. Perhaps rigorous aptitude tests at an
appropriate age (13? 14?) might better channel them into a vocation that suits them. * To encourage uptake of
unpopular but vital subjects like science or foreign languages, offer to pay the fees for these students. Howard
Williamson
I write as one who has benefitted from vocational training all my life and start with a brief précis so you will see
that I have some knowledge and experience in this subject. Leaving grammar school in Lincolnshire at 17 in the
early 60s, I joined Harrods Management Training Scheme progressing through the ranks by way of experience and
with relevant qualifications gained via day-release and evening classes. I left in 1970 for a 10 year maternity gap.
In 1980, now in Eastbourne, I enrolled on a TOPs course at the local FE college to reintroduce me to the ’world of
work’ and later taught in the same college having obtained a Further Education Teacher’s Certificate, again
through evening classes and on-the-job assessment. In the mid 80s I worked for a managing agent which
contracted with the Government (MSC, TC etc) to deliver YTS, YOPs, WEEPs and so on. All qualifications were
achieved whilst the trainee was gaining work experience (paid, usually) in a real work place. I regularly visited
most of the secondary schools in East Sussex speaking to and with school leavers to inform them about these
schemes. An argument which always struck home was the following: You are an employer who is seeking an
employee, say 20 or 21 years old, for a first level senior position. He/she must have particular skills and
appropriate qualifications. That is one argument for all vocational training to have a substantial element of
workplace training and one I feel should extend to academic qualifications too (I know in some degree courses, eg
engineering, this does happen). A major problem we have in education currently is that we say, of our children ‘he
is not academic, never mind he can always be a plumber/builder/care assistant etc’ instead of saying ‘it’s a shame
he is not a practical person never mind I suppose he can always go to university’. We should do neither. Of course
we should actually value each equally but they, our practical problem-solvers often rich in interpersonal and life
skills, must feel valued equally. Just remember how badly you need a highly skilled plumber when your pipes
burst, how badly you need a well qualified mechanic when your car breaks down, how badly you need thoughtful,
bright, empathetic and practical carers to care for you with dignity when you are elderly or incapable – I could go
on but I am sure you get the point. I hope this is helpful – I believe so strongly in the value of vocational training
that I shall copy this to Ed Balls and Nick Clegg, just in case! With best wishes, Sue Johnston
Dear Micael Gove, I think our "one-size fits all" education system has badly let down our young people especially
boys as they are often slow at academic work but brilliant at fixing things which is what we need! I understand we
are short of 13,000 electricians - I had to wait 5 months for one to come and do a simple job in the house. So lets
get going and organise more apprenticeships. Yours truly, Shirley Leach
British Industry is desparately short of skilled and trained young people, and many of the present University
students are studying the wrong subjects required by this country. A new and radical system should be introduced
to provide institutions-eg; many of the previous Polytechnics, which will provide practical and vocational
courcesfor many of the future school leavers. The main problem with such a scheme will be in providing the right
quality of teachers/ instructers necessary. A possible source for these could be the many early retirees/ unemployed
50yr. old who have the necessary experience. The main problem in today's Education is the quality of the
Teachers, and not the lack of expensive and elaborate buildings which the present Government have concentrated
on over the last 12 yrs. I sincerely hope you and your colleagues will have formulated a comprehemsive policy
before you become the next Education Minister. Regards Paul Rushforth in Loughborough.
________________________________________________________________
Dear Michael Gove I am a teacher who has worked in both primary and secondary schools and in museums, and a
parent of teen-aged children. I have also supervised youngsters on work experience. I have the following
comments to offer to your survey: * Research into learning styles over recent years has shown that around 75% of
people are kinaesthetic, or practical, learners, and gain most from hands-on experience. Many children find a
classroom (or even a school) setting artificial and stultifying and therefore become disruptive in that environment.
However, such children have the potential to be enthusiastic and motivated once they are given opportunities in the
real world. I say this as a very non-practical, academic person, but I have become convinced that forcing a school
curriculum on disaffected young people is counter-productive. Nowadays it is possible to re-enter the
academic/educational world at a later stage, and this suits most people and gives them a chance to take on more
theoretical learning when they feel ready. * I think that our society keeps teenagers exculsively with other
teeenagers too much. I know that this may be what they think they want, and what many people think they need,
but a couple of generations ago youngsters left school earlier and joined a more mixed age-range of people. As a
result, they learned to get along with older people and were perhaps exposed to different perspectives other than
the youth-orientated ones pushed by the media. In such a situation they had to become more mature and (dare I say
it?) 'civilised' pretty quickly. I feel that in Britain we encourage youngsters to stay exculsively with their peer
group too long and too often, and that this has contributed to all kinds of social problems. * Difficult or non-
academic young people often suffer from low self-esteem in school, and this produces negative behaviour.
Practical opportunities, in which they can learn skills and take a pride in their achievements in the real world could
turn around their lives and give them a sense of worth which they don't get at school. All of this helps them and
society as a whole. I hope you find these comments useful! Best wishes Rhona Taylor
I have taught in post-11 education since 1967, created and developed a large and busy flagship department in a
sixth form college, prepared students for Oxbridge entrance, taught support classes with low-achieving youngsters,
taught units in university... I feel my views on education are informed by skill, success and experience. If you were
to become Education Secretary, I would urge you to: 1) restrict and preferably eliminate all faith schools. They
create barriers and a sense of difference and 'otherness' which is inimical to a coherent society and a common
sense of national identity. Religious education should be a matter of personal and family decision which is pursued
outside mainstream education. 2) limit and preferably eliminate academies. The idea that we hand over the
education of children and young people to special interest groups with no educational expertise is simply
grotesque. And the financial records show that many of them have simply reneged on the commitments they made,
and that government ie the taxpayer has had to take over the financial support of these institutions. Further, their
record of academic attainment is no better than that of mainstream education. There are far more effective ways of
dealing with schools struggling with social deprivation, often inadequate parenting and a very challenging teaching
situation which leads to high staff turnover. 3) radically reduce the number of test/assessments being imposed on
teaching staff and students, and the consequent focus on targets and raw grades. Proper teaching suffers as a result
of these pressures. 4) ABOVE ALL TRY TO EDUCATE YOUR LEADER about what constitutes good effective
teaching. Some of the worst teaching in the UK occurs in universities. Obviously teachers need a good basic level
of subject expertise so that they have choices about how to best present material to differing ages,abilities and
levels of engagement in their pupils. But anyone with the slightest knowledge of education and the range of
effective teaching approaches knows that academic achievement at first degree level is of very little signifance
indeed. Insulting teachers while talking sound-bite nonsense about the job endears him to no-one but the ignorant.
Yours ect E.J Heywood
Dear Mr Gove I was pleased to read about the opportunity for Metro readers to support the call for choice in
education, rather than continue with a 'one size fits all' regime currently inflicted on school age children and young
people. I would like to suggest a shadowing programme in partnership with businesses local to schools, starting at
primary level. Children would learn what is involved in skilled work from an early age, thus overcoming by
example the cultural snobbery traditionally adopted by many towards skilled craftsmen and women. Kind regards
Councillor Sarah Frances Bevan (Peasedown St John, Liberal Democrat)
Dear Mr Gove, In the Daily Telegraph today there is a 'must read' in the Comment section of the paper. The title is
"Teaching? It's a job for a saint". So many children, especially boys,arrive in secondary schools with dread
because of their experience of failureduring their primary years and who thengo on to wreck the education of more
academic pupils and to wreck the lives of their teachers. Children who are unable to read and write adequately by
the time they reach secondary school need hope - hope that they will receive some kind of training which will lead
to acceptance in the community and escape from failure. The solution is surelyfor these young people to have
more practical and vocational training and with more time spent learning on site than in college. Recently a very
expereienced carpenter told me it was disastrous for these pupils to be given moredays in college(currently 4 out of
5) than days where they would be 'hands on'. When I retired to Monmouth, I knocked on doorsin a deprived area
explaining that I was a retired teacher and waskeen to help adults who had reading difficulties. In every case, the
parent would ask for help urgently, for their children. When my grandson began secondary education he was upset
when he saw pupils given detention for not completing homework. He told me that the children couldn't even read
the questions and asked if there was any way I could help. Perhaps you will be able to encourage schools to accept
retired teachers to help in primary schools so that no pupil leaves unable to read. Agnes Charnock
John
London
Dear Michael With colleagues, I represent a group of experienced FE and HE academics who have stepped out of
the public sector, largely through frustration and disappointment, and who are developing ideas and policies linked
to the establishment of a genuinely innovative approach to private provision of FE and HE. In essence, here are
just some of the ideas we are developing: -Introduction of a voucher system for all FE and HE: students will
choose where to study. If any institution is good enough to attract students they will have income from the
vouchers. These could be issued from central funds rather than the universities and colleges being supported by
block grants. We see research being protected in the interests of our economy, and world status. -More flexible
provision across the range and modes of delivery in all sectors. -More locally-based community provision of HE,
particularly in genuine partnerships with employers. -Greater support for faith-based provision, but within a
balanced secular/faith mix. -Increase in the award of degree awarding powers to private providers. -Greater
financial incentives to provide providers to establish provision in areas of deprivation - particularly in supporting
the heavy costs of initial set up, buildings, equipment, marketing etc. Yours sincerely , John Morahan, London
College of Higher Education
Mike
Sally
Northumberland
I am a youthworker in Northumberland and work with young people from different schools. Most of the young
people I work with arent going to be ticking the schools 5 A-C GCSEs boxes where possible we work with them
on alternative programmes. When we work with these young people on the projects we provide (currently peer
mentoring and Public Health, with Boat building, road safety and motorcycle maintenance due to start soon) they
can be a challenge but we often see a positive response from young people who cannot cope in mainstream school.
If this was widened then I m sure many more young people would leave school with a useful education and
learning rather than being stuck in a situation that makes their situation worse. Also, if someone could see that
league tables are not the only way to measure success (in our area one school creams off the top students whilst
another does good work with a less academic raw material and so both are speeding apart on an upward and
downward spiral respectively). If you were in power in June, what would you do to address these issues?
Dear Mr. Gove, Please could you give great thought to children being allowed to take more vocational courses. A
lot of children are disruptive in school but if they were allowed to take courses that they could see would benefit
them inthe job market and after school then they would be more involved and cause less trouble. This would then
allow the other children to work without being interrupted. Doing these courses would then be the beginning of
building a new workforce that we could be proud ofand one that speaks English. It would also be good to involve
more parents which would be possible if more vocational courses were taken. The parents would feel that they
could contribute more.
Dear Mr. Gove -Practical and vocational learning is yet another snare and delusion, or indeed a cop-outdenying
our children their birthright to agood education. Until at least 14, the priority for our children should be a really
good school experience - introducing them to a wide range of real (classical) subjects, without exam pressure and
targets. They need a broad general and true education, a sound grounding with all the extras including their
national cultural heritage in the arts, sport and exercise, hobbies and interests and decent food. We need to build
the innervbeing. as well as to furnish them with broad enquiring minds and the tools for survival and a fulfilling
life. The curriculum today is packed out with non-subjects and social engineering nonsense and as a result we have
an uneducated - or at best a superficially educated - population and all our curernt ills stem from that. "Practical
and vocational learning" if imposed too soon will deny them a true education. All this practical vocational learning
can come later - no point having an uneducated hairdresser or florist or whatever. If I may say so,we need to take a
hard look at the curriculum and decide which subjects are cop-outs or valid and then, only whenthe children have
at least the basics of a trueeducation,should some of them then move to practical and vocational learning. Timing
is everything. Anne Booth
C.
Griffiths
Bristol
It is no wonder that so many children currently leave school and drift without direction or occupation when careers
orientation is so, so poor. From a young age children should be helped to see their education in context, classes
about classes – why do we have to go to school? We are at school to learn about the world and each other and to
enjoy a rewarding occupation when we leave. Without this context, children see no end-goal but exams – hardly a
motivator. With early gentle exposure to the idea of the world of work, children will have the time to make the
correct choices for their future at every step, especially in selecting exam subjects.
Dear Mr.Gove, In response to your recent announcement I would like to put forward some quick thoughts on
practical and vocational learning. The development of our educational system has gone drastically wrong. Young
persons who for various reasons cannot get to university or who go to university when they are unsuited for higher
academic study finish up as an underprivileged class. The fault lies with attitudes to education and the high shift in
the focus of resources away from post school full time education and training. The answer is not in extending
school leaving age this will not work in many cases particularly for poorer families. Employers and Colleges of
Further Education have got to play a more important rule and give much wider support to young people. We have
to remove the silly elitist concepts that if you did not go to university and go to work in industry or have a trade
you are somehow a failure. Education has to be seen as a life time activity not just for the time spent in full time
education. Professions must offer better non graduate entry routes to studying for and acquiring high level
professional qualifications to those with the ability. Employers must offer more incentives and time off to study
through apprentice schemes, day release, artisanship and articles etc. Why not give employers subsidies of the
equivalent amount of the jobseekers allowance for stipulated recognised courses and time periods to take on
trainees which helps meet cost of time off for study its a better investment! Give CFEs more money for wider
range of practical and professional day release and evening courses and reduce fees which are currently very high
for less well off youngsters to meet. Better syllabuses and more focussed vocational teaching in our
comprehensive schools. Cut back dependency on imported labour which encourages employers to go the easiest
route and not invest time and resources to develop workforce skills. Our failure to encourage many of our younger
less qualified people to develop vocational skills and get into trades and professions is a major economic weakness
and is undermining our ability to compete. All you people need to feel that irrespective of their early education and
other impediments to being able to continue in full time education they have unlimited opportunities to develop
their careers whilst at work. The continuance of vocational education alongside and in parallel with work
experience has a proven track record and it worth government focussing time and resources. We must put the 1824 generation back to work and feeling that they have a future. I can quote my own experiences as an example. I
left school at 15 with no qualifications. Now have two professional qualifications and a post graduate diploma with
distinction gained whilst working in my chosen career. Achieved with the sort of policies I have suggested above
and with much support and encouragement from my employers and access to Colleges, Polytechnics which were
at reasonable cost. It will be difficult to get back to these earlier approaches for vocational training and education
but well worth the cost and effort o support our young people. Yours sincerely, Gary Whitney
Ruth Lea
Civitas
Manufacturing
Renewal Project
I have spent 32 years teaching in further and higher education in Fashion and Textiles and therefore have a great
deal of experience in education and training of young people in that field. My comments are:- There is little point
in encouraging young people to take vocational courses in subjects that do not have any employment opportunities
in the UK, so courses in practical subjects need to be aligned withindustries that still exist, or encourage students
to seek employment abroad, in Europe or further afield.Fashion and Textiles is a very popular subject to study in
the U.K., but it is a global industry and there is very little manufacturing of fashion or textiles existing in this
country now. The current policy of encouragingso many young people to go to University has devalued the Degree
qualification and put a tremendous burden on Departments struggling to cope with excessive numbers without
adequate space and resources. The whole system of education and training worked well when Colleges offered
City and Guilds Courses and the National Diploma and Higher National Diploma for students who were talented
but not necessarily academically suited to a degree course. These were students who contributed in an intelligent
and practical way to their chosen industry. I had 18 years experience of these Courses at Medway College of
Design. Degree Courses traditionally cater for students whoare academically well qualified, highly talented and
motivated and above all show an independence and resourcefulness expected of a student at that level. Education
of the individual being the intention not training for a specific job. Only a limited number of students fit that
criteria I spentthirteen yearsat Birmingham City University (formally Birmingham Polytechnic/ University of
Central England) in the Institute of Art and Design, finally as Head ofDepartment of Fashion and Textiles and it
has always been quite obvious to me that only a small proportion of students who apply for Degree Courses are
suitable. Of 600 applicants in most years, we had an intake of approximately 70. Many applicants had been badly
advised about their suitability for a degree course. Therefore my final suggestions are 1. Ensure industries still
exist in the UKthat canemploy young people with practical education and training. 2. EncourageColleges to raise
the status ofDiploma and Higher Diploma Courses 3. More Apprenticeships 3. Reduce the numbers of students in
Degree Courses. 4.Universities for education, Colleges for training.Clearer information about Courses and
expectations of employment. 5. Young people do not need more practical and vocational training, Courses need to
be better focussed. The Governmentneeds to have a much clearer policy on further and higher education and
understand that without appropriate industries to provide employment for young people there will always be many
who remain unemployed and disillusioned with their lives. I hope this is useful. Emeritus Professor Maureen
Crocker.
In reply to your advertisement in The DailyTelegraph (18 January 2010) I attach and copy below a piece I have
just put on ConservativeHome. One of the least commented on aspects of the schools chapter of the draft
manifesto launched last week by David Cameron was the reference to and support for vocational and technical
education. One of business’s perennial criticisms of the British educational system is the inadequacy of vocational
education. Concomitantly, the improvement of the technical skills levels of would-be employees has long been
high on business’s wish list of priorities to help their overall competitiveness. The neglect of satisfactory
vocational pathway has run in tandem with the Government’s target of sending 50% school leavers to university.
Critics of this target have been persistently dismissed as élitist and backward looking. But ironically the emphasis
on the target has been divisive and élitist. By prioritizing the “school to university” route as the high-status, high-
David
Caroline
Compton
Cavill
Trowbridge
esteem mainstream route, whilst omitting to provide an equally prestigious “school to work” pathway, many who
are not considered suitable for university entrance feel as if they have failed. Britain’s hang-up about having
selective academic and vocational pathways in secondary schools is not shared by Continental Europe. Germany
for example has broadly three types of schools: vocationally oriented schools leading to apprenticeships; schools
which prepare their students for middle level, non-professional careers; and schools which concentrate on
preparation for university entrance. All three streams are noted for their rigour – albeit in different ways. Whilst
there would be major problems is transplanting the German educational system to Britain, it must be clear from
my comments so far that I feel far more must be done to improve vocational education for 14-19 year olds. The
recently introduced vocational diplomas are a step in the right direction and all efforts should be made so that they
succeed as the basis for a coherent vocational pathway in schools. But they need to be less quasi-academic and
have more emphasis on technical practicalities than at present. And, another, potentially hugely important, step in
the right direction is the development of “university technical colleges” for14-19 year olds, the brainchild of
former Conservative education secretary Lord Baker. These will be established under the Academy programme
and will be solely focused on delivering diplomas and other vocational courses. Crucially they have been endorsed
in the schools chapter of the Conservative party’s draft manifesto, which has committed the party to setting up
technical Academies across England, starting in the twelve biggest cities, as well as funding other vocational
courses. These are exciting, positive developments which can at last, if developed with commitment, start
addressing the inadequacy of vocational education for young people. They must be given every support.
Of course teachers must be well educated and well trained but to put academic excellence above and beyond the
other qualities required - common sense, personality, application, knowledge, experience and TALENT is neither
sensible or reasonable. I have many friends from members of the House of Lords and Commons to veterinary
surgeons, lawyers and researchers at highly regarded institutions: all would agree that they would neither want to
teach or necessarily be very good it it. A vocation, not a 2.1 degree is by the far the most important requirement.
There are poor teachers (I taught for twenty-six years in very large comprehensive schools so have some
experience) and finding ways to encourage them to improve or move on is vital. But this policy is just a gimmick.
Dear Michael Gove What is so wrong in being a carpenter or a joiner? Or a tiler? Or a plasterer? Great skill is
involved and we should value the highly skilled (not the cowboys who can get away with lousy work and who
dont need any qualification). If we valued those with skills, it would do wonders for the self-esteem of the
tradesman; employers (householders in the main) would value the tradesman in return. This is what happens on the
Continent.
debra
gould
mark
I found your talk on this extremely worrying! WHat about the millions who do not have the benefit of what you
call "intellectual inheritence"! If you really believe that the principle goal is academic acheivement, then you have
got it so, so wrong. An Education system that was created to service the needs of the Industrial Age, is, I think
most would agree, seriously out of date. Have you not heard of other ways of learning? Do you not want to
recognise and nurture the multiplicity of human talent that academia undermines? Or can you just not be bothered?
Please remove your blinkers, take some time to look at the RSA open minds curriclum, The edge foundation,
Creative Partnerships, Musical Futures.
Dear Michael Gove I welcome this opportunity to offer my own ideas on education in our schools. I believe that
we are failing a large proportion of our young people in the choice of subjects that is offered to them at a vital
stage in their development from age 11 to 16. In my opinion the school ethos is – and always has been – geared
mainly towards middle class aspirations coupled with the pious wish that some of these aspirations may rub off on
the the other social orders. It is a fact that, however uncomfortable it may be, there are many children in our
society to whom subjects such as history, geography and languages are totally irrelevant. They are frankly bored
by them and I believe that this plays a major part in producing disruptive behaviour in classes and truancy. I must
stress that in all of these ideas I am not suggesting that any academic subjects should be abandoned. My concept is
a broadening of opportunity, not a narrowing. Society needs members with the essential practical skills just as
much as those with academic skills and the place to start learning them is before, not after the age of sixteen.
Another by-product of this change in emphasis could also be the revitalisation of this countrys manufacturing base,
which has declined so markedly over the past few decades. How should we restructure our schools? Obviously the
core subjects of reading, writing and basic mathematics are essential to all pupils. Hopefully these will have been
largely acquired before a child enters senior school. However there must be a structure which permits remedial
development in these subjects where necessary – and without making a child feel a failure. Mathematics At age 11,
I feel that mathematics should be divided into practical and academic. The academic class pursues the more
esoteric branches of algebra, geometry, calculus, trigonometry etc leading to the usual exams. None of these are
essential or even relevant to a child wishing to take up a career in one of the key trades. I define the key trades as
including plumbers, electricians, carpenters, bricklayers, plasterers and the others who work with their hands to
produce the structures we live and work in. My alternative mathematics course would be along the lines of a maths
for life approach. Children would progressively learn the concepts which are needed throughout ones life. This
would include home accounting, debt, mortgage interest, investments, saving, taxation etc. Geography This is a
tricky one. My idea to grab more childrens imagination is to offer the alternative course of Travel. This becomes a
concept associated with pleasure rather than pain! It offers the opportunity for a lot to be included which would
have otherwise have been presented in a more academic form in a standard geography course. You can also throw
in some history, art , architecture etc without defining them as such. Perhaps these will then encourage some pupils
to take up the more formalised courses in these subjects. Society Being of a certain age (70s) I could be out of
touch and perhaps this is already a formal course. If not I think that it is essential for all children to be taught the
nature of our society. How we need to interact with oneanother to produce a harmonious and civilised community.
Our duties to each other and ourselves. As mature adults we think that these concepts are obvious. But to a child
on the threshold of adulthood they need to be spelt out. Inspiration I see this as a means to present, to all children
in their first year or two at senior school, a survey of the more academic subjects which they could opt to take if
they were so inclined. The course would discuss, for example the advantages of learning a foreign language. It
would include a section on world history from the earliest times, world literature, music, in fact a taste of all the
subjects which they could opt to study in their final 3 years at senior school. How the world works I have to say
that I still dont understand a lot of this myself and explanations would be most welcome! I visualise a course
discussing a multitude of subjects: commerce between countries, the balance of power, climate change, population
growth, world politics, democracy, dictatorship, food production, climate change, world finance. Finally the core
subjects to grab those children who want to pursue a practical career in one of the essential trades. My suggestion
is not that we immediately start teaching children bricklaying or plumbing at the age of 11. The starter is a course
called, for example My House The component parts of the house would be described in gradually increasing
detail. The skills necessary to construct these parts would be introduced and the training to acquire these skills
described. The course would offer opportunity to present children with peripheral knowledge on the history of
buildings and architecture. Electrical circuitry gives the teacher the opportunity to present concepts which would
otherwise have been given in a more formal science or physics course. After 2 or 3 years the child would then start
to learn the practical skills necessary for their chosen trade or trades. I stress that this should include the
opportunity to take a course in any of the practical trades noted above and that they should be placed on an equal
footing with academic subjects I always regretted the demise of the so-called technical schools. I think that courses
along these lines would redress that situation. I believe also that many children, who would otherwise leave school
having learned practically nothing, would emerge with their self esteem intact and a practical skill to enable them
to earn a living and become a useful member of society. Academic children could not be adversely affected by
such changes. They would still pursue the traditional subjects and would perhaps benefit from less disruptive
behaviour in classes – and a greater understanding of our society and the world at large. Regards Paul Holden
Dear Michael Gove, I am now retired but still take a great interest in educational matters. For many years I taught
in a comprehensive school and believed in the comprehensive system. I now think I was wrong. The old tripartite
system catered better for different types of students. Where it failed was in never achieving what it was meant to
have, namely PARITY OF ESTEEM. This meant that secondary modern and technical school pupils were always
considered inferior to those from grammar schools. Vocational and Practical skills should be acknowledged as
being just as important as more academic studies. Part of the problem lies in the transfer of pupils from primary to
secondary at age ELEVEN. Why eleven? Probably for historic reasons, going back to the end of the nineteenth
century. Far better at, say, 13, when children are better motivated to consider their futures. It would be worth
looking at practice on the continent. I believe, for instance in the Czech Republic, a choice of three types of school
is available at 13, and if the wrong choice is made, pupils can transfer to a different type a year later. At that age
pupils are more focused on possible careers, and will therefore apply themselves more readily, particularly when
they see that all routes are valued more or less equally. I hope these thoughts may be of some use. With best
wishes, Yours faithfully, Irving Winson
If you take two children with an equal enthusiasm for a subject, they might need to start learning from different
ends. If they are interested in the theory to begin with, they can start off by learning that side of it quite happily
and come to its technical application later. I can't see any reason why you shouldn't be able to work just as well
from the other end, and starting off with the practical skills work in the opposite direction towards the abstract
principles underlying them. We've got a one way education system, and that is never going to allow everyone to
achieve their best because people are two way traffic. That's the problem.
Nicholas
Smith
-
Dear Mr Gove, I don't know where the funding comes from to pay for the enormous newspapaer ads but it seems
to be symptomatic of an FE system which has ruthlessly prioritised VT over other learning options, especially
academic ones, in recent years. When Labour came to power, there was plenty of funding available (through the
FEFC) to fund academic courses for adults (e.g. GCSEs), but now there is virtually none. This has led to an
impoverishment of opportunities for adults and made a farce of the concept of lifelong learning. You ask me to tell
you why I think young people need more practical and vocational learning. Such a blatant leading question will
dismay even supporters of the campaign. Why should the reader share your assumption that there is currently too
little? There are plenty of vocational options and a plethora of funded VT opportunities, both for young people and
adults, possibly the right amount. But there are way too few funded academic opportunities for adults out of FT
learning. Yours sincerely, (Dr) Nicholas Smith
In response to your advert, here's a broad idea based on several assumptions: 1 Education could be improved if
children had better motivation; seeing how education is useful in the workplace could motivate them to work
harder 2 Our ageing population requires foreign labour to bolster the economy. 3 British business wants new
employees that are well adapted to employment and not just education. Businesses and parents will want to help
British youngsters. Therefore, facilitating teenagers to spend time doing some work, alongside their education,
could enhance their motivation to learn and reduce our reliance on imports. This would be paid work and may be
seasonal or temporary. How would this work? Parents, teachers and businesses could be brought together to
facilitate teen employment which may include a system that allows feedback from employers to add to the
youngsters CV. They may also have the opportunity to do NVQs. Prior to starting work, the school should be
involved in teaching what employerswould expect, how to work in a team and how to relate to others (customers
or co-workers). Subsequent to working, pupils may be encouraged to share their experiences. As this work time
eats into education time, youngsters may graduate later and at different times - an education voucher system would
allow completion of education even in adult life. If youngsters failed to find part-time employment they would be
expected to attend school. Youngsters would be expected to be paid at least the minimum wage and it is accepted
that many employers would consider employing adults instead. However,some businesses (maybe run by
parents)would see this as an opportunity to help with the education of our youth. Andrew Roxanne
I believe their is far too much focus on earning a degree to the point where earnig one has now become the norm.
The cost of this is that thousands of people graduate every year with pointless degrees, tens of thousands of pounds
of debt and end up working in Tesco. At the same time very few people are learning practical skills such as
plumbing, plastering, joinery e.t.c. As a result we have not only less English labour but those we do have can
charge an extortianate rate leading to plumbers charging £50/hour rounded up plus a £150 call-out charge to
unclog a drain. We could easily rectify this by allowing people who are not naturally academic to take practical
and vocational courses rather than pressuring them to do degrees they neither need nor will benefit from. Bring
back the technical colleges where people can do the practical course and take the focus off academia so those who
don't want that as their future don't feel pressured into it. Simon Albright
A.
G.
Warwick
I shall confine myself to 3 main points: 1. Abolish the very costly, stultifying dead hand of LA control over
education, have confidence in our schools and give them back their freedom. 2. Primary education provides the
foundation on which all the rest is built, thus this should be the focal point for raising standards of teaching and
subsequently learning. 3.The speediest way to raise standards is to reduce class sizes to a maximum of 15 pupils,
in every school. AG
Surely A PATTERN OF DISCIPLINE AND RESPECT is needed before the Government can encourage the idea
of practical and vocational learning that is so necessary to the development of the world. Angela Pegram
Annabel
Miller
Alton
I am a 44 year old lawyer, state-educated and had my fees paid and a partial grant to go to university AND law
college afterwards. I now teach at a law college and am constantly saddened by 2 things - first, that my students
have borrowed so much money to pay fees/live, with no promise of a job at the end. Although my father had a
degree from Cambridge and was himself an academic scientist, he didn't earn much and was terrified of
borrowing, so I would certainly not have gone to university or law college without fees/grants. It makes me
wonder how many people are not nowadays able to get as far as I did, simply because of lack of confidence to
borrow in this way. I know grants are available to the very poorest, but social mobility isn't just about them, it's
about the next couple of rungs up the ladder too. Second - the students from ordinary families often display quite
depressing evidence of an internal glass ceiling in their own heads. They constantly remove themselves from
situations where there are posher students, eg. applying for certain jobs, or going to certain events, to the point
where one girl said she wanted to leave because the people on the course were so posh, so she thought it wasn't for
her and she wanted to be a teacher instead. I had to look her in the eye and tell her in no uncertain terms that that
was the most defeatist thing I had ever heard, and she didn't come on the course to make friends, she came to train
as a lawyer which would use her excellent brain more fully than teaching would, and she should pull herself
together and stop looking at people as "types" and only as individuals. I remember all too well myself meeting
people at university and law college who were much richer and more confident than myself, and of course they can
be offputting en masse, but what group of people isn't? You always have to ignore the surface stuff and see what
people are like underneath, and of course then you see that people from all walks of life can be wonderful, or
dreadful, or even just plain OK. Thankfully she did manage to see my point and felt her backbone had been
sufficiently stiffened to carry on, and I felt I had done my bit for social mobility for that day. Honestly, class exists
but I'm amazed so many people go along with it. My attitude has always been that even though you know it's there,
as an individual you must simply ignore it and carry on regardless, if there is to be improved social mobility. The
point here is that although I only see the end result - students aged 21 and above - it is clear that state schools don't
succeed in removing these internal barriers to progress, even if they succeed academically. We can't do much
about parents, but within the hours 9-3 Mon-Fri, state schools should show alot more confidence about
careers/social class. They are perpetuating class stereotypes very badly at the moment, when they should be acting
as if they don't exist. I suppose alot of teachers decided themselves that there was some sort of barrier to their own
careers and unconsciously pass that on. Alot of state school teachers I know suffer chronic lack of confidence,
when really they are excellent people. I am not a complete fan of grammar schools, but at least they had a "no
barriers" atmosphere about them, which allowed people like me to be socially mobile, so there's proof it can be
done. A related point on getting pupils to see that there is nothing stoppoing anybody getting to the top, is how
they are treated in school. Everyone argued about class sizes 35 years ago, when I was at primary school, and
nothing has changed at all. Being one of 30 didn't bother me, as I was a clever girl, but I well remember the ones
who switched off and never got taught properly because the teacher could not keep tabs on so many all day. The
message being one of 30 kids sends to the ones who have poor home lives is such a bad one - they think
(subconsciously) well, the grown-ups in the world obviously don't set much store by educating us lot, as they have
lumped us into groups of 30. Talk about alienating. Think of the difference if there were 22 (ie. please please will
you actually go and see some private schools - some are ghastly but alot are great places, and although only 7% go
there, they are not necessarily the top 7% financially!). I also think 30 creates an intolerable strain on the teachers,
so they get crabby and fed up, and over the years, decent people have increasingly not gone into teaching any
more. It's time the state system woke up to what the private sector has always known - the classes need to be
smaller, so the children feel more valued, and actually get some attention, and better people might go into
teaching. I might myself, but with 30? No way. Obviously this will cost money, but 50,000 more primary teachers
x £30K is only £1.5billion. We send more than that to the developing world, when if we we just spent it on our
own kids, think what better citizens they would be, and how much good they could do in the world when they are
adults themselves.
I appreciate the chance to air my views on education, most particularly higher education. At the moment the
current Administration is committed to quantity rather than quality. I suggest that 75 - 80% of university places are
scrapped, the remaining 20% to be fully funded. University entrance to be by rigorous selection, based on ability
only. Degree courses such as Media Studies to be curtailed in favour of a strong resurgence for the sciences in all
their forms. A year out in industry to be mandatory for all students. I am appalled at the number of post graduates
who I have spoken to who leave uni with significant debt and are used to living with it by their early twenties.
Standards for GCSE and A levels should also be reset significantly upwards. 12 - 14 GCSE passes and 6 - 8 A
levels says everything about standards. Practical skills should also be reintroduced to secondary schools woodwork, metalwork domestic science etc. Physical training should be reintroduced and mandatory.
Dear Mr Gove In response to your ad. in The Times, I think it is a tragedy that the old Technical Schools no longer
exist. I attended Dinnington Technical School near Sheffield from age 13 to 16 (1959 to 1962) - although during
that period, the entry date was changed to allow pupils to attend the school from age 11. This school had the
following courses: Mining, Engineering, Building, Agriculture and Commerce. I did the Commerce course and
emerged, aged 16, with 6 'O' Levels plus Shorthand and Typing qualifications (RSA and Pitman Institute). I was
therefore highly employable, and have never been out of a job. I worked as PA to the Marketing Director of
English China Clays (now Imerys) and also as PA to the chairman of the Chase Printers Group (now part of St
Ives PLC). The other courses also produced people who went straight into work (or into the 6th Form and then
university). My husband attended a Grammar School and when he joined the Royal Navy at age 16, found that the
Technical School boys were well ahead of him in their knowledge of electronics etc. Is there any possibility that
these technically-based schools can be brought back? OK - shorthand isn't taught now ("too difficult"!) - but surely
engineering, building and agriculture / horticulture skills are valuable - particularly at age 16 - instead of the
present system of "further education" from 16 to 18 - what a waste of 2 years! Employers offering apprenticeships
would surely welcome students who were technically trained. I look forward to hearing your views on this.
Regards Julia Ford
I am both entirely the right, and entirely the wrong, person to make suggestions. of course I am passionate about
the young having every opportunity and encouragement to do practical things. A Cambridge science degree yet I
have built eight houses with my own hands, made many inventions, got an MBE for practical work in the
community Even from infant school I was taught to use my hands and during the war this was an everyday
necessity. And it still is, in my 80s practical and maintenance tasks are needed almost every day. how can one get a
plumber or electrician when something goes wrong demanding instant remedy ?. this will get worse as the throwaway culture becomes even more dominant. everyone will need to be DIY skilled. the 1944 Education Act got it
absolutely right with grammar, modern, and technical schools. Your party has funked return to Grammar Schools,
the route by which the disadvantaged could reach academic success, funking the fear of the cry of 'elitism'. what
we need is more elitism, the humble enabled to reach that level. but just as much we need practical training, to
support in particular engineering - a subject which is not even taught in any school or an exam choice. trouble
is,practical courses need dedicated classrooms, whether it's cookery or car maintenance. money more than well
spent. and it has been shown endlessly that many of the bored, consequently yobbish, youths flourish when given a
chance to use their hands antony barrington-brown
Dear Mr Gove, I am responding to the appeal in TheTimes of 27th inst, on why young peopleneed more practical
vocational learning options. First, I believe the three Rs are vital. I'm notthinking of reading, riting, 'rithmetic,
though they do need polishing up. (The company I worked for took on some university-trained managers in the
1980s. We Old Hands were amazed to discover that they had difficulty in construing straightforward English
sentences.) No - the Rs I see as vital are Respect, Responsibility, and Restraint: Respect for others, Responsibility
in one's own affairs, and Restraint in one's conduct. I have bounced these off a number of friends and have had
encouraging responses. The second thing I think we need, if my own experience is anything to go by, is more
"training in life". The Spanish philosopher Ortega y Gasset said "Life is fired at us point-blank", and it is
noticeable how while many folk take to it like ducks to water others struggle through, trying to make sense of it. I
feel sure that Oxford was not the place for me; with hindsight I think I would have done better to take an
apprenticeship somewhere in the Civil Service and go on from there, but there was no-one at the school to talk
things over with. What would have been very useful was some sort of analysis of "Fields of Employment" which
would match the individual'stalents and skills with the requirements ofpossible openings. It is surely better to
decide on a career first to define the nature of the university course required (if any). These, then, are my ideas; I
hope I have not wasted your time. I would welcome any comments you may have, and will happily reply as
necessary. With best wishes, especially for the next few weeks, Yours sincerely, (Mr) Edward ("Ted") Storkey
Dear Mr Gove My 13 year old son has been in the private and state school systems. I cannot believe the
differences between the two. As education secretary the most important thing you could ever implement is VAT
on private schools. Private schools are NOT charities they are businesses. That VAT should then pay for
improvements in the state system even more importantlythose parents who cannot really afford private would be
so welcomed back into the state system which suffers from the lack of parents interested in their children's
education. Regards A. Evans
lora
bedford
Leeds
I am a university student studying the modern British Education System. I would just like to ask you why do u
want to change the curriculum, when in fact the tory government made the national curriculum? This makes me
doubt whether a tory government is capable of telling us what we should be teaching our children when you have
made mistakes in the past.I think that a conservative government is too constricting to our eduaction system and
we need a little bit of relaxation. Under a conservative government i feel that our education system would become
even more like a buisiness than an education system.
Yvonne
H Taylor
Henley-on-Thames
Francis
de Lima
London
For some reason we do not rate practical and vocational training as equal to academic training in this country. Why
are practical and vocational careers not given the same status as careers achieved through academic success? Even
a profession like engineering does not get the recognition it deserves in this country. France has a better record for
respecting practical and vocational training than we do.We have friends with 3 children there:the boys at the age of
13/14 entered a vocational college for building-related careers where practical work experience is introduced
alongside the academic; their daughter entered a college with emphasis on the leisure/catering industries, enjoyed
work experience with local chefs and is happily working as sous-chef in a rated restaurant, having enjoyed the
educational process to get there. Going back more than 50 years, remembering the difference in attitude to those of
us going to grammar school and those respected friends who went on to secondary modern, I wonder if much has
changed? More people gain academic qualifications - yes, but where are the jobs for all the supposedly academic
work-force? We recognise skills in some areas, e.g. sport, music, alongside academic skills but until vocational
skills are regarded with the respect they deserve, parents will prefer something else for their children. Politicians
are taking the easy route providing more and more academic places, rather than re-defining what our society needs
and should value and helping us respect vocational and practical skills.
I sincerly hope that the next Conservative Government will take a good look at all further education and severly
restrict the availability of 'mickey-mouse' courses at universities. The money could be better spent on training
people - specially young people - through apprenticeships, evening classes, colleges of further education, etc in
professional qualifications. This would be an adequate response to the severe skills shortages we have in the UK e.g. plumbers and electricians and people for industry.
Michael As an ex further education lecturer, I think the present government's policy of trying to get 50% of young
people (18 - 26 year olds?) into higher education isvery much mis-guided. I imagine you think the same. Whilst I
would not want to deny anyone with the right attitude and attributes to become a fully fledged professional in their
chosen field, be it law, medicine, engineering or whatever, I do thinkthere are at present large numbers of young
people who are going to 'uni', as theyput it these days, for reasons that are not entirely sound. I believe that many
of them would respond better totraining of a more practical or vocational nature. They would then be likelyto gain
secure employment at an earlieragewhich may well lead tobetter long term prospects.They would also be free of
having to pay back a student loan of perhaps £20,000, whichmust bea dreadful burden for anyone at the start of
their working lives. With the economy in the state its in, I doubt whether there will be much spare cash for
anything much in the foreseeable future. However, if there is any debate on how the education budget should be
reallocated I suggest that theeconomy would benefit morefrom extra investment in the further, rather than the
higher education sector. Mr Christopher Keable
John
Yonge
Wingham
I am a parent of 2 boys aged 5 and 7. After school clubs and societies should be an integral part of a school's setup. 1) What will you do to encourage this? 2) How will you get parents involved more? 30 Connected to 2 will
you change the liability laws so parents can help but not run the risk of being sued in the event of a problem?
Kath
Porteous
Thanet
It is time we went back to teaching kids what they need to know to live a full and productive life and to contribute
to society. This country needs trained nurses, doctors, engineers, electricians, builders, and people skilled in
manufacturing. A generation of young people with a degree in media studies is not going to rebuild this Country.
We should be investing the money we waste on useless university degrees on building factories, road and houses.
The honour in earning a living with your hands rather than your brain must once again be recognised
Dear Sir, I have been employing tradesmen in London in building conservation and antique restoration for nearly
forty years. More broadly I have had a lifelong interest in traditional manual trades of every sort. I would urge you
to expand by all means the availability and encouragement of vocational training - there is a real and increasing
demand for skills involving, put simply, traditional manual dexterity. A young person who has a traditional trade
will feel valued in an increasingly electronic society and their abilities will be a source of satisfaction to
themselves and a tangible benefit to their fellows. Do what you can ...... Yours Faithfully, Adrian Amos
Joseph
Salmon
Dear Michael Gove MP, We at Debt Doctors Foundation UK, are delighted that the government has finally taken
the necessary strides towards compulsory money education lessons at key stage one level in primary schools. This
recent news matches our ethos and aspirations as a charity. We hope the new measure can be the start of a new
financially independent and debt free generation. We at DD-UK are currently embarking on our winter money
education project visits in 250 primary schools in London. We are also working with award winning
educationalists that are preparing assessment and impact tools and teachers learning resource packs. This now
allows us to produce more accurate reports, gauge the impact of our work and most importantly makes our project
sustainable. We have also developed a homework pack which will target the parents indirectly as we feel money
education should not simply stop at the classroom. Not only do we tackle the issue in a hands-on style and at a
grass roots level but we are also dedicated in finding hidden pockets of children that might not be able to benefit
from our important work. This is why our money education project now includes; the home-schooled, hospital
schools, special schools, faith schools and excluded children. Our project also incorporates important social and
community values such charitable giving and environmental cost cutting.
Not everyone shares my view but speaking as an ex-Further Education lecturer, I think its an excellent idea!
‘Have your say’ messages to David
Laws MP
First
Name
Surname
Region
‘Have your say’ messages
Dear David Laws, I am responding briefly to your advert in today's Independent. In 1960 I was asked by the enlightened
headteacher of a secondary modern school in Hampshire to set up a Building Construction course for school leavers. In
those days they could leave at Christmas and Easter, as well as year end. Out of 30 boys, 29 completed the course at the
end of the year. I left for another post a year later, butI know that it carried on for some years afterwards with the new
school being fitted out with a brickwork shop. I feel that you are absolutely on the right lines to explore this issue, but the
effective learning for many of these young people is in the process and not necessarily in the content. Unfortunately our
education system is too content based which is O K for the academic highfliers, and easy for OFSTED to assess, but it does
not necessarily meet the needs of the non 5 passes at A- C grade. David Selby
Dear Sir, I am an ex-sixth-form student, currently on a gap year having secured a place at Warwick University to read
English Literature and Film. It is my opinion that the education system of today is hugely flawed in many ways, but the
biggest problem is to be found within the arts/humanitiessubjects. The problem is that the curriculum doesn't accommodate
for any kind of originality or creativity. During high school, I found again and again that I would hand in an essay only to
be told that it was very well written, thoughtful and full of good ideas, but that it didn’t jump through the hoops that it
needed to in order to get marks and a good grade. Simply put, a student could write a Nobel Prize winning essay and get a
D grade just because they didn’t mention form, language or a critic’s name. It’s an outrageous system that totally denies
any kind of unconventional criticism or analysis in favour of simplistic focus on a couple of areas. This leads to other
problems, namely that 1) a student can easily get an A in the subject without really understanding it, so long as they
memorize what they need to ‘jump through the hoops’, and 2) that talented students are extremely limited in what they can
write about. And it all leads to boredom. The lazy students get lazier and the talented students lose interest. I do understand
that the standards are there so that the marking and grading of students work is easier and fairer, but surely there are other
options. Unfortunately, having very limited knowledge on how the curriculum is put together, I do not have any
suggestions as to how to solve this problem – but I very much hope that it is addressed in some way. Thank you for your
time, Yours sincerely, Alistair J. Gardiner
David, I have recently spent 3 months in prison for something I did many years ago. Here I witnessed first hand young
people who had not had an opportunity to develop or be educated at a young age. In the future I hope to make a positive
impact on society and use my skills and experiences. Vinspired is offering an excellent innitotive to encourage moreyoung
people to volunteer. I certainly back your proposal and would be happy to help if possible. Through the voluntary work I
have recently completed I have seen first hand how children who can not cope with school can benefit from work and the
education this gives them. Kind regards Andrew
Dear Mr Law, I write in response to your advertisement in The Daily Telegraph of todays date. Firstly, I would like to say
that neither my husband or I had the opportunity to go to university although we have both pursued degree studies in later
life I am currently studying with the Open University which has been the most wonderful experience; I feel that I now have
the possibility of attaining a personal goal at the age of 51! Our son aged 22 graduated last year and is fortunate to have
gained a job with a global company in London who are funding his continued personal development in the industry. Our
daughter is currently studying for an Economics and Politics degree; both of our children were incredibly fortunate to be
able to attend a local grammar school and I cannot emphasize enough that this opportunity was indeed a life changing
experience for them. As a family we made financial sacrifices in order to be able to live in a grammar school catchment
area and we are saddened that the Conservative Party has decided not to support the expansion of the grammar school
system. However, in your advertisement you ask for comments about practical and vocational learning for young people. I
am writing to tell you about a scheme that our daughter benefited from after taking her A level examinations and before
embarking on her university degree in September 2009. She gained a work placement through A Year in Industry
www.yini.org.uk through which she was given advice about future career paths, higher education and how to prepare for
job interviews, preparation of CVs etc. Following an interview, she gained a place with a socio-economic consultancy in
London for a period of 48 weeks (although this was extended). During this time she gained invaluable and meaningful
experience and a wonderful insight into the world of employment (she was actually paid very well during this time she has
used some of her savings to make a financial contribution to her first year at university). Her employees were so
professional and invested time in her so that she matured as a person and developed skills pertinent to her university course
and, perhaps most importantly, a true work ethic which she has applied to her university studies from day one. Without
doubt she has benefited from her work experience and I wanted to bring a scheme such as this to your attention, if you are
not already aware. I would just add that during her year of work experience we did support her financially (her rail ticket
alone was £300 per month) and I am concerned that young people do not take up opportunities like this if they are not in a
position to meet the financial burden associated with gaining vocational and practical experience. My best wishes to you
and the party for a good election campaign please try to look at the grammar schools again. Yours sincerely, Heather
Howells
Dear David, I have just retired from having set up and run the above organisation for the past 20 years. It exists to
encourage the brightest talent in our Sixth Forms into professional engineering- inthe rest of the UKas well as Wales. In
order to lend some legitimacy to my comments, my background is :- London Univ., Reading Univ., Taught engineering for
17 years ( 12 as head of Dept at Dr. Challoners Grammar, Amersham ) and then became Technology Adviser for an LEA
for7 years, eventually leading to a Senior Adviser post with the same Authority for 6 years with responsibility for FE and
HE. At the time that I went to college, many years ago, under 10 % of pupilswere allowed to choosethat route. Perhaps
there are arguments that say the % should be higher, but I cannot subscribe to the notion that something like 60% are
encouraged to take university courses which should be conducted at FE Colleges. It is my strongly held view that the FE
system has let the UK down badly. There are examples ofcourses which traditionally should have been housed in FE or
Colleges of Advanced Technology, which have now found their way into university campuses. Is it because of greed I
wonder, acquisitiveness on the part of universities to bolster their income ? Many courses such as Media Studies should be
controlled by the likely take up of careers, instead of giving young people expectations which are not there to be taken up.
A similar cartel has been operating in Secondary Schools for many years ; Head teachers do their best to hang on to
students at Sixth Form level, come what may, instead of directing many to their much more relevantvocational courses at
an FE college. This is because they get 4 points for every Sixth Former and 1 point for pre sixteen. The more points, the
more money to spend on salaries. The reason for the existence of the above scheme, throughout the UK, is because of the
total lack of relevant careers advice, from Key Stage 3 onwards, in the context of technology, engineering etc. There has
been a systemic lack of interest and , indeed, careers paths advice,by a high proportion of teachers at secondary level who,
in the main, do not see it as their job. Engineering, put simply, is the practical application of many scientific and
mathematical theories. I find it depressing that many science and maths teachers still teach their subject for the subject
sake. No wonder pupils are bored and turned off these subjects. If only they would accept that working together with those
of us who are engaged in engineering pursuits will bring their subjects alive and be relevant to the modern day world, then
we would not have a shortage of young people applying to universities for those subjects. In Wales we are still finding
strong resistance for the science and maths institutes and their members to collaboration ; perhaps they still think
engineering is a dirty hands operation.! Apologies if I have rambled.! I would be happy to join in a dialogue if I can be of
any help. The above scheme has a grand event ( the largest in the UK ) at the Celtic Manor Hotel, Newport on the 22nd
March with almost 500 student projects with partner companies and keynote speakers. You ,and / or your colleagues,
would be most welcome. If interested, please let me have an address and number of tickets required. Best regards. Austin
Matthews
Dear Mr Laws, I saw your advert in the telegraph and could not understand exactly what you were asking . 1 Did I think
that there was a shortage of training/learning facilities? or 2 That the training was inadequate or insuficient? or 2 Should
more young people be encouraged to seek such training? or 3 Was opportunity for work experience to learn short? What
exactly are you asking our oppinion on? I was a manufacturing manager of a large international engineering company
before retirement and as such always maintained training facitlities and opportunities for craft and technician apprentices. If
you think I am too old and out of it now, let me know Frank Harbud
Re your full page advertisement in the Times yesterday. Before any child, parent or teacher of a child can remotely decide
what is best for him/her e.g. the practical, vocational or academic studies it is incredibly more important that the child has
the basics in numeracy & literacy. I have spent many years as a parent & subsequently an LEA Governor of a Middle and
an Upper school in Bury St Edmunds. My four children ,23-33, have all been through 'the system' with three attending
university and achieving honours degrees. One of which gained a BA in Education and Art, with Honours. She went on to
teach for 2 years before becoming disillusioned with the an education system that failed to educate and the amount of
bureaucracy within it. I can believe it, having seen the volume of missives & 'initiatives' pouring in from the DfES on a
daily basis not to mention a similar pile of poo from the H&S Executive and other quangos. I have been appalled at the fact
that children are leaving middle schools in this area not being able to read, write or handle basic mathematics to a
meaningful standard. These children have had a massive brake put on their futures already. It is for others to play the blame
game here but I would prefer to hear about solutions to this unforgivable failure before we start splitting hairs on what is
best several years down a child's life. Those many children who struggle but do achieve these basics will most probably
respond more favourably to direction into more practical skills but do not overlook the fact that these as with most
'vocations' will require basic reading & writing and numeracy skills. Many 'vocations' usually require a Degree with a great
deal of post grad' training (Doctors, Lawyers, Accountants, Vicars, Social Workers, of course Teachers and hopefully most
of our MP's). Even the most humble job will require the employee to undertake training, where reading and writing would
be a requirement. When I have interviewed young people with a Degree for a basic admin work I despair that they struggle
to work out 10% of a figure in their head (they usually grope instantly for a calculator). Once they have switched their brain
on they can do it but are completely flummoxed when required to work out 90% of the same figure! No wonder employers
are hanging on to older staff that had the basics drummed into them early. When you have the basics you can build on
them. I would suggest that stop trying to reinvent the wheel and look to the first 6 to six years of our children's education.
Get that right and the rest will be easy. Best Wishes, Ian C Houlder
Dear Sir, re the advertisement in the Daily Telegraph, Jan 28th. I have been involved with what was once called the London
College of Furniture for many years, initially as an occasional lecturer to the musical instrument making students, then later
as an advisor, then after it became converted into London Guildhall University (later subsumed into London Metropolitan)
as a shoulder for excluded students' sob-stories, and finally (after I had become a lecturer and museum curator at Oxford
University) as an external examiner. Once the LCF became part of a university, many students were excluded simply
because they could not qualify for university entrance. They had no A-levels, nor for older ones earlier equivalents; they
just wanted to learn to make musical instruments either as an additional career or, more frequently, as a new career, having
been made redundant, and many asked me (because I was running the Fellowship of Makers and Researchers of Musical
Instruments) for help that I could not give. None of the small individual makers could afford to take on apprentices, and the
LCF had been the best in the country and the only place in London where such training was available, and now it was
closed to them. I do not suppose that musical instrument making is the only trade or craft that has been destroyed in many
cases, by the conversion of erstwhile successful polytechnics into third- or fourth-rate universities (adjectives that are
justified by the abysmal standard of the written work that I saw there). You do not need a university degree to make many
musical instruments -- some do require such knowledge, but not the early instruments that I mostly dealt with, nor most
modern wind, string, and percussion instruments. Nor for that matter to carry on many trades. And in my experience, most
of the young will acquire all the technical knowledge they need, almost up to university standard, once they are learning a
trade that interests them through hands-on training, whether or not they have the ability (or more truly the interest) to pass
A-levels at school. Yours truly, -- Jeremy Montagu www.jeremymontagu.co.uk
Dear Sir, Increasingly students must negotiate a multitude of literacies: the 3Rs, visual, political, financial, social,
information, media, emotional.... All together with an ability to analyze, synthesize, collaborate and critique. The demands
on our learners are indeed profound and of course now last a lifetime too. Amid these requirements in higher and
vocational settings Hodges' model developed in the UK is a tool? The model is an ideal tool to support learning, personal
and group reflection by providing a shared, core foundational conceptual framework for all. The model incorporates four
care (knowledge) domains: SCIENCES, INTERPERSONAL, SOCIOLOGY and POLITICAL. There is a blog 'Welcome
to the QUAD': http://hodges-model.blogspot.com
Dear Mister Laws, I was a head of maths for twenty-five years at the official British European Schools at Culham, near
Oxford. There I developed a method of showing my pupils from first year secondary to the Baccalaureate how to learn
mathematics, under my direction, through discussion in the class of the explanations in their textbooks. The senior students
were then fully prepared to continue to learn like this as students at university. In Germany I co-directed a two year study in
1996-98 for the EU Education Commission in Stuttgart. This has prompted the SINUS-Transfer project which is now
recommending a switch to teaching through discussion in all German schools. Learning via discussion maintains class
integrity in mixed ability, multi-lingual, multi-national classes. It also improves literacy with numeracy. It provides years of
practice in critical, constructive, and receptive discourse. It allows pupils to develop a far deeper understanding of
mathematics. Sincerely, Colin Hannaford.
I write as one who has benefitted from vocational training all my life and start with a brief précis so you will see that I
have some knowledge and experience in this subject. Leaving grammar school in Lincolnshire at 17 in the early 60s, I
joined Harrods Management Training Scheme progressing through the ranks by way of experience and with relevant
qualifications gained via day-release and evening classes. I left in 1970 for a 10 year maternity gap. In 1980, now in
Eastbourne, I enrolled on a TOPs course at the local FE college to reintroduce me to the ’world of work’ and later taught in
the same college having obtained a Further Education Teacher’s Certificate, again through evening classes and on-the-job
assessment. In the mid 80s I worked for a managing agent which contracted with the Government (MSC, TC etc) to deliver
YTS, YOPs, WEEPs and so on. All qualifications were achieved whilst the trainee was gaining work experience (paid,
usually) in a real work place. I regularly visited most of the secondary schools in East Sussex speaking to and with school
leavers to inform them about these schemes. An argument which always struck home was the following: You are an
employer who is seeking an employee, say 20 or 21 years old, for a first level senior position. He/she must have particular
skills and appropriate qualifications. You are considering 2 applicants. Applicant A has been in full time education and
holds the qualification you need. He has good educational and personal references and interviews well. You like him.
Applicant B has all the above but has been employed as a trainee by you for 3 years. He has achieved the qualification on
day-release study. You know he can turn up for work on time, suitably dressed. You know he is responsible, can work at
commercial speed and under commercial pressures. He is a proven good team member and interacts well with the public –
you’ve taught him and he is ready to hit the ground running. Which one will you choose? That is one argument for all
vocational training to have a substantial element of workplace training and one I feel should extend to academic
qualifications too (I know in some degree courses, eg engineering, this does happen). A major problem we have in
education currently is that we say, of our children ‘he is not academic, never mind he can always be a plumber/builder/care
assistant etc’ instead of saying ‘it’s a shame he is not a practical person never mind I suppose he can always go to
university’. We should do neither. Of course we should actually value each equally but they, our practical problem-solvers
often rich in interpersonal and life skills, must feel valued equally. Just remember how badly you need a highly skilled
plumber when your pipes burst, how badly you need a well qualified mechanic when your car breaks down, how badly you
need thoughtful, bright, empathetic and practical carers to care for you with dignity when you are elderly or incapable – I
could go on but I am sure you get the point. I hope this is helpful – I believe so strongly in the value of vocational training
that I shall copy this to Ed Balls and Michael Gove. With best wishes, Sue Johnston
Dear Mr Laws, A newspaper advertisement asks me to tell you why I "think young people need more practical and
vocational learning". I resent this attempt to put words in my mouth and, as a retired lecturer in education, I have to tell you
that my view is quite the opposite.Assuming that "practical and vocational" means "job-oriented", I find it obvious that in a
rapidly-changing world what is needed is not job-training but intellectual flexibility, willingness to continue learningand
readiness toadapt to new circumstances. So-called "vocational learning" might temporarily plug some gaps, but is hardly
worthy of the name of education. Yors truly, Dr Gerry Abbott
Dear David, I saw the Edge full page advert in the Independent newspaper on 19th January 2010 and ( for the first time in
my life! ) I have decided to set out in writing my views about the education in the UK. I do not propose to go into detail
here but would happy to do so at some later date if I felt there was some value in my doing so and I was not hitting a brick
wall! as so often happens when views are sort. I went to a state Grammar school in the 1970s ( King George V Grammar
school, Southport, Merseyside ( now a 6th Form college)) and received a first class state education which has given me the
tools to enjoy both my professional career and my personal life. Unfortunately in the last 35 years the state education
system in the UK has collapsed! The standard of students, even at the highest level, is appalling- there is an inability to
write sentences and paragraphs correctly, to spell basic words and there is very little understanding of how to analyse
information. The current university educated person is sadly lacking in many spheres and is totally unfit for the workplace.
Successive Governments ( it matters not which party they represented) have systematically thrown away the essence of a
good basic education. Without going into detail ( as I just do not have the time at present) this has been caused by a
combination of the following (not in any particular order): 1.The implementation of league tables - this has driven schools
to buy in syllabuses that will score highly for its students. These syllabuses have been made ridiculously easy so the
students can score high grades and schools are high in the league tables! What a nonsense. 2.In the late 1980s quotas of A
and B and C grades were dispensed with so that anybody can achieve an A grade if a particular standard ( usually a low
standard because of 1.above) is reached. This concept has meant that A and B grades are the norm and nobody can
differentiate the good student from the bad! Parents are delighted because in their ignorance they believe their children are
brilliant(!) and the student has a totally misguided view of his own abilities. What is forgotten is that notwithstanding the
plethora of these A grades only ONE person gets the job! Accordingly, the expectations of the A grade student is very high
and then these expectations are shot down in flames because the student is unable to obtain a job- the student becomes
confused and depressed! 3.There is now an extremely low standard of teachers working in the state sector. Many have been
educated in the state sector in the aforementioned environment and are unable to carry out basic maths and their English is
appalling- I have been in schools where teachers have themselves written words on the board but they are incorrectly
spelt!!! In addition teachers are very poorly paid- I work on the premise that if you pay peanuts you get monkeys and whilst
the analogy is not a pleasant one it does describe what happens if individuals are not rewarded correctly. Unfortunately the
plague of this appalling situation affects every profession and every walk of life in the UK. My legal profession cannot sort
out the wheat from the chaff- there are thousands of lawyers being trained but they do not have the skills to do the jobsthey should be doing other things- however their CVs tell me they are first class students with top grades- it is just not the
case. What to do? Scrap the system- go back to basics- have O levels and traditional A levels where course work cannot be
done by parents and you cannot repeat exams or course work- you have one shot at the exams! This is much more like real
life in that only one person gets the job! Don't just teach information, teach people how to learn on their own, how to write
clearly and analytically- these were basic in the 1970s and before. We need to move away from the political correctness
that everyone is a winner! Students need to be honestly told their weaknesses - we need to get back to honesty and integrity
within the system where you can tell a student if he is lazy, if he needs to pull his finger out and concentrate properly. I feel
better for having said all that and I know from discussions amongst my peers and within my profession most right thinking
educated people feel the same way! - What a mess! Hope you have found the above of interest. Regards Russell
Hello I saw an advertisement in the guardian suggesting that a support of vocational training and practical training was
asking for ideas, and I will say I support that for all apprentices regardless of age, but that legislation is in place that allows
people to not be exploited. That is to ensure that although practcal skills are vital, there is not a return to slavery of
anybody, and practical jobs are not seen as an easy way to have a slave labour force, that has to be enshrined in legislation.
thanks llyn Aubrey
I write this as a mother of two children and an employee at an FE College. Firstly When I was at school education was a
mix of academic and vocational. I left school (a Comprehensive) with a love of literature, able to sew a button on my
clothes and cook a meal. These are basics that have gone from schools today who only if at all give them scant tuition time.
Where did metalwork and woodwork go? Schools in the 70’s had vocational mixed in with academic we had a choice. I am
not saying it was perfect but vocational options were there. The problem now is the whole education system is being
tampered with CONSTANTLY there appears no settling period for anything before we change it all. I can say this as
through both my children’s education (still with one of them) we have encountered some sort of change to curriculum
almost every 2-3 years. Are the New Diplomas really what parents/employees want? I would think the most important
thing to imbed in our secondary school education is to make sure every pupil leaves with a suitable level of English and
Maths to see them through adulthood. I can say this honestly does not happen it is quite sad how these children have been
let down by the system. Regarding diplomas has anyone looked at how many students continue a diploma at College level?
I am not sure that pushing a vocational route to a 14 year old is healthy they are still experiencing life and options. If you
want to support vocational options support Colleges better to deliver them, funding is getting worse so how can they
deliver this vocational training. Look at the QCF currently being pushed upon Colleges again the timescale is ridiculous I
understand from colleagues that for instance the Motor Vehicle qualification the exam board have not released the new
framework for this. Now how can a student who has already applied for this course not be told what they will actually be
studying? Skills Accounts the biggest paperwork scandal going how many people were employed for that load of rubbish.
It is shameful money spent on schemes like that could have gone to Colleges to reduce tuition fees to give more
opportunities for students to learn. J.Hayden
SCHOOLS: A Comprehensive school must provide a comprehensive education and training for Life. This will include
training in first-aid, in handling money and savings and in the basic laws of contract and tort and criminal law, including
road traffic law. It must also make training available for those who want it in practical skills including home economics and
cooking, nursing, woodworking, carpentry, joinery, metalworking, electrics, computers, plumbing, glazing, painting,
decorating, bricklaying, plastering, roofing, car maintenance, etc. They to be given nationally-recognised certificates of
proficiency in their craft or trade as they achieve them. The school's facilities to be available for day and evening classes all
the year round for training those over 16. Schools to teach for 48 weeks a year, divided into 4 terms, but primary schools
also to be open for child care of children from the age of 3 all the year round from 8am to 6pm. Children must attend
school or receive tuition from the term after their sixth birthday until their 16th, and be flexibly streamed from the age of 7.
To obtain minimum standards in English and maths all must remain streamed in these subjects at a level consistent with
their progress. (In the 1980s businesses were complaining to our local Schools/Industry Partnership as it was then called
that they were having to teach employees straight from school how to spell, how to write English and how to do maths. Do
they still?)) Boys and girls to be taught separately from the age of 11, at least in the sciences and languages. Classes not to
exceed 24. Careers' Advisors to have at least five years' experience of the World of Work, and to attend at several schools
as required. No religious services to be held in any school on weekdays, but in each term equal time (from nil to 1 hour) to
be given to the study of each of the religions of Buddhists, the Church of England, Hindus, Jews, Muslims, Roman
Catholics and Sikhs. All examinations to be held in April/May when the weather is likely to be mild. Every secondary
school to have a Bursar who will be responsible to the Governors for the administration and maintenance of the school,
including the hiring and management of non-teaching staff. The bursar to be paid at least 70% of the pay range of a Head
Teacher of that size of school. FURTHER EDUCATION All forms and levels of Further Education must be fully
supported by the Government to an extent they have failed to do to date. This may be because most M.P.s have no
experience of Further Education and havelittle idea of its purpose and value, so every M.P. must be appointed a governor
ofwhichever of the constituency's F.E. Colleges is most convenient, and must attend at least 50% of their meetings.
UNIVERSITIES In a world where the Chinese, the Indians, the Brazilians and othersare manufacturing more things more
cheaply than we can the only way we can maintain our place in this commercial fray is by inventing new machines, devices
and methods. This country's economic future therefore depends on the inventions it makes, but it is men who invent things.
However, at 18 women are about two years more mature than men and apply themselves to their studies with much more
Sally
Bettesworth
London
Michael
Bassey
Newark
diligence. This is apparent from exam results and at interviews. The result is that more women than men are obtaining
entrance to our universities. But we need male graduates for their inventions. So universities must be required to maintain a
50:50 ratio of male/female entries each year. Each year an independentcentral office of Government, perhaps the National
Statistical Office, must decide what essential qualifications, e.g. in medicine, nursing, science, technology, engineering,
mathematics, law, nuclear physics, etc, will be in short supply nationally in the foreseeable future. It will then declare that
the tuition and boarding fees of undergraduates studying these subjects will be paid by the office until their graduation.
Such graduates must reimburse these fees if they do not work in the UK for the five years following their graduation. Two
years' notice will be given of any change in the list, but those already accepted will continue to be financed under this
scheme until graduation. TEACHERS Will have a 2.2 degree or higher in their subject from a listed recognised university.
Will also have a certificate of proficiency in teaching and will have been commended for their classroom skills and
techniques both by pupils of 16 or over and by inspectors. Will attend refresher coursesin their subject every four years
(except teachers of languages). Will, by the age of 50, be able to achieve on sustained merit a salary equal to the mid-range
of the Head teacher of a middle-sized school, while remaining solely a teacher.
Having gained a degree in later life, I was recruited through a jobs fair to do teacher training and told that everyone would
need the LLLUK Level 4 to teach. I now have a huge student loan and am informed by my employers that all you need to
teach Functional Skills is a Key Skills Level 2 and staff with this (and appalling literacy and maths skills) will be teaching
from September. Clearly, the students within the alternative education we provide deserve no better than this and will not
have any improved chances in life from education at such a sub-standard level. As myself and thousands of others, were
misled when taking out student loans, will these now be reduced or written off as our academic qualifications were at best
unneccessary and at worst, a complete waste of time? Are the young people, forced into staying in 'education' until they are
18 of so little value to this country, that barely literate staff can now teach in the vocational sector? I will be very interested
to hear the response from all parties on this matter. Sally Bettesworth
MY QUESTION for David Laws (as sent to Education Guardian for his column next week) The Lib Dems could be
powerful in the next Parliament and your intention to push policies in the Cabinet rather than people is right. What
education policy would you see as the bottom line for giving support to whichever party needs your votes? Replace Sats
with teacher testing? Get rid of league tables? Abolish Ofsted and rebuild HMI? Stop micromanagement from Whitehall?
Abandon the national curriculum and trust teachers to teach what young people in collegially-run schools need? Redesign
the School Report Card to be helpful to parents? Rethink accountability in terms of school evaluation, parents, governors,
local authorities, a National Education Council and Parliament? Hopefully all of these as a coherent whole. These issues are
examined on my website: www.free-school-from-government-control.com There isn't space here for the extensive
arguments in support!
‘Have your say’ messages to the next
education secretary
First name
Ros
Fiona
Jim
cjon
Geraint
John
Surname
Region
London
Kent
Brighton
northeast
Machynlleth
Bedford
‘Have your say’ messages
Kids need to understand they don't all have to be bankers and lawyers!
let's make it easier for children to discover what they're really good at
Yes to work experience!
we need to get out of the classroom and learn
Curb University Not Technical Skills!
More work outside of classrooms
Mel
Harrow
Take the class system out of education and give vocational education the recognition it deserves
Vicky Smith
Sam
Becs
Rich
London
London
London
Enfield
I'm 14 and I think: Less exams, Inspiring teachers, Less time at school and less homework
More choices at a younger age with full funding and access to vocational courses!
I want more businesses in schools, helping young people reach their potential. Becs London
A good education and good exam results are not the same thing. Focus on the former, not the latter.
andy
Kate
london
Solihull
Make it less about exams and more aboiut skills
We need need a braoder range of educational experinces so we can discover what we're good at.
Vicki
James
Nottingham
London
I want to learn skills that help me in the real world, not just through school
We must value the commercial understanding and insight contributed by young people at work.
Darren
Anna
Annette Kerton
Mike
Hertford
London
London
Chichester
The education system is built by and for dinosaurs. Fix it before we become extinct!
more encouragement! more time to actually figure out what you are really good at!
Bring businesses into schools and the classroom!
An education system that reflects industries needs, not one that is blind to the needs of industry.
Nadine
John
Laurianne
jimmy.t
Edinburgh
Wiltshire
Sheffield
leigh
More valid careers advice for pupils. Options that are not restricted to the usual selection!
I wish my course at university had been more vocational
Soft skills for real life living...
young people need to be able to read and write when leaving school. 60% cant at the moment ?,
jimmy.t
jimmy.t
bal
Idris Alagbe
Idris Alagbe
Chris
Lauren Atkins
Isabella Wesoly
leigh
leigh
london
Edinburgh
Edinburgh
Chepstow
Ashford
London
son in law is a teacher and he is leaving after 2yrs. kids just walk out of lessons
kids should be pre trained in jobs they like before they leave
Let teachers get on and teach. Stop teaching to tests. Government - stay away.
Practical, Theory and Work experience at University. Nothing more. dris .A. Edinburgh.
£1750 tuition fee for Home, E.U and Overseas students. Education is Legacy in Practical.
Vision-needs-communicate - changes- engage-incentivise -resource-support = deliver.
Cut down the class sizes - no more than 25 in a primary school
Practical skill development via the creative ARTS
Lindsey
Oli
Bob
raksha
Caitlin
Apnav
Christine
ruth marchant
London
Edinburgh
London
london
Ashford
London
Warrington
exeter
The workplace is constantly changing. Why isn't education keeping up?
ACADEMIA IS OVERHYPED BRING ENTERPRISE TO THE CLASSROOM
Education needs improving
Too much emphasis on English and Maths. civics should be added as a subject.
Less Homework for Students - We don't have enough time to relax, to stop stress
Career advice, guidance and solid education towards aspirations. Apnav London
Many Year 6 children do almost nothing but core subjects until after the SATS. Stop the SATS!!
Stream children from the age of 13/14 into subjects they are good at and enjoy as they do in France
Idris
Edinburgh
Teachers and Lecturers. We need a solid foundation from primary level 2 higher education. HELP.
Geoff Shaw
Hugh Peebles
Tamson
John
Patrick Millwood
Northampton
Peebles
Leeds
Leigh-on-sea
London
Save our Youth, Teach the Truth!
Give kids the tools to grow. No more "drill and kill" for exams. Life is not an exam.
Better workforce development in Education!
Educate for real life skills only. Make education relevent.
Teach people the skills to manage their own learning. Creativity is the key!
Evelyne Wroe
Richard
Chichester
Nottingham
KEEP SPECIAL SCHOOLS - SPECIAL!
Sending them to school at age 5 constrains the way they think and behave. Age 7 is seems better.
Michaela
Matt Okonoboh
London
London
Young people should be allowed the opportunity to go back into education without a price.
If you think the cost of education is too high, try ignorance!! Matt Okonoboh London
Chris
London
Time to do something creative/expressive + a trip to a developing country for a bit of perspective.
Graeme
Josiah Robinson
York
Chipping
Campden
West Norwood
Scotland
Fair access to education for all, regardless of background or previous 'perceived attainment'.
More Creative opportunities for Creative students. Less emphasis on research into past works.
Althea
theschoolprincipl
e
Develop their self worth with a close personal link to their culture and ethnicity. Althea
Creativity, inventiveness and flexibility take time, space, resources and trust.
Julia CC
Southampton
Abolish Sats! Bring on pupil Individual learning programmes facilitated in classes with less pupils.
suzanna
Pete McIver
Alan
b.d.
york
Exeter
Bolton
bristol
extra mentoring and a differentiated curriculum for disaffected pupils
Some great ideas! Let's make sure they work when the rubber hits the tarmac!
Stop the politicians meddling Alan Bolton
no stress re. reading & writing at early age, other developmental factors should be nurtured first.
Flynn Stacey
London
Freddie
S.K.N
Esme
Esme
Unity
North London
Coventry
Surrey
Surrey
Our World
Make science in secondary a choice and not a requirement, making it much more engaging in
secondary.
I believe in life experience - work placements mixed with academic work are invaluable.
Good Social Behavior be taught as part of Studies from a younger age to reduce yob culture
DAILY DRAMA LESSONS! MORE CREATIVITY! LESS 'ESSENTIALS'!
no more exams! us kids are not knowledge machines!
Let children set their own curriculum. We all have something 2share. 2geva we can learn & evolve :-)
Kirsten
Divine_Blessings
Land of forever
Surrounded by
Beauty
Peace
London
York
sbridge
Hull
London
Abu Dhabi
Edenbridge
Bristol/Kingswo
od
Bristol/Kingswo
od
Bristol/Kingswo
od
Bristol/Kingswo
Melody
Maria
Philip
jane.sahin
Susan
Pari
hassan m
E.Robertson
Daniel Ford
Daniel Ford
Daniel Ford
Daniel Ford
Encourage everyone to find and know their own truths. There is no right or wrong.
Encourage Love, Creativity, Compassion & Self-worth from a young age. We r all the same
Let everyone discover their true potential and the Love & Power that lies within :-)
Reduce the number of pupils. Wise use of technology.
Free to use needs to balanced by "free to choose": let schools compete with each other.
let the teachers govern their own teaching not the government
Tailor education to the needs of the child rather than mould the child to the system.
university workshops for schools, knowledge is power and power should be divided...
... I'm busy...quiet...but busy ... thinking
Teach our children financial management, how to live within our means.
Change it so people can think for themselves. Bring out the unique aspect of each individual.
More emphasis, and more importance on artistic and self-expressive subjects.
No exams. Only a test to test the person's ability, and tailor lessons to that.
If people don't want exams, they don't have one.
Steve
helen
Siddharth
ebi
Clare
Joe Cullen
Joe Cullen
Rachel
od
Stoke-on-Trent
Cheam
Chepstow
Horsham
Barrow in
Furness
Wolverhampton
Stoke on Trent
Belfast
london
swansea
Glasgow
Romford
Harlow
Edmonton,Lond
n
Ormskirk
bucks
Manchester
west wickham
London
North Wales
North Wales
Staffordshire
Emma Brookes
Chesterfield
Let students pick their unis after they get their results; don't penalise/hold back gifted students.
lorraine
lorraine
Camilla
Brian Seeley
Angie
west sussex
west sussex
Leeds
Craigavon
Doncaster
Teach them real life skills.
Bring back national service !
cross-curricular and holistic approach to environmental learning
remove religous studies from education,
Involve parents/guardians in the running of the schools and create a real sense of community.
Will
Angela
Anonymous
Martin
Ano Nemous
Peter
Jim
Rory O'Connor
max
caitlin
Fred
Conor
Gareth
Sanjay
Allow children to take risks. Have assesment for learning not learning for assesment!
No formal education till age 6. Brain development is ready then. Angela Surrey
Do practical work rather than pupils just being sat at a desk. Get them involved.
Make pupil's learning styles more important so they can achieve more
Stop teaching to pass exams. Start teaching the subject instead.
Teach people to speak language first and write it second. Not the other way round.
Get rid of mandatory second languages! I've never even been to France!
Establish Empathy, Imagination and Focus as key traits for a new world
I cry at the state of it all
i dont now im only 8
Support post-1992 Universities!
Add philosophy Ask Does God Exist? Also, MORE creative writing!
Don't drag down the bright ones.
Donate all funds to professional wrestling schools in the UK
Screen Leaners for Dyslexia..!!!!!!
stop the eleven-plus exam in Buckinghamshire.
Encouragement for innovation rather than grasping same old concepts over and over again.
Add money management to school curriculum Ebi West Wickham
Encourage both informal and formal learning
Wright a home made book with family and make some Money
Learn more on what we wish to be and less on what we dont
Scrap SATS! Measure the value of individual contribution to society. Inspire children todevelop.
matthew
fitzsimmns
kev
Jess
doncaster
teach new subjects so yonger people get achance to learn new skills for the future
york
York
Make learning an empowering experienced, tailored to individuals Kev
Teachers should teach to suit pupil needs rather than trying to change pupils to suit their teaching
Adam
Bring back meritocracy:- exploit the gifts of the talented and inspire the disillusioned!
Chris
Kent:- London
Forum
Chatham
Kusi
Dan
Sussex
Cumbria
Students should be motivated to learn and supported in their choices, regardless of ability
Make learning practical so it applies to everyday life! Scrap the new education age-keep it at 16!
Mary-Beth
London
Learning should be fun, motivating and relevant. Teachers should communicate with students more.
John
David
Ashford
York
One of education's goals should be breaking down social barriers
People who don't want to learn aren't encouraged or supported but pushed back! This must change
Shauna
Kadeisha
David
Birmingham
London
Doncaster
Education is truly unnecessary-too job focused.Knowledge is natural. Education is synthetic.
EDUCATION - A MEANS TO A LIFE WITH MATERIALS, A LIFE WITHOUT SPIRITUALITY
More focus on work placements so young people have a better chance of getting employment.
Alex
Dean
Ashleigh
Nick
Timothy
Cumbria
Cumbria
Sussex
London
Birmingham
Young people should have a choice to do what's right for them.
Education only educates if the learner is being taught what there future is about.
Year 9 is too soon because not everybody knows what they want to do at that age!
Create a system which encourages creativity at all times
Stop pressure on student and staff for good exam results-find other ways of assessing capability
Sam
Sam
Sussex
Sussex
Educate people in ways which are best for that person.
Bring back SATS so students get used to exam situations- this could help improve GCSE results.
Joe
lucy
Sussex
london
Use lots of different styles of learning, especially Practical learning.
our education system isn't fit for purpose
Introduce languages earlier and teach them for longer: English is not the only world language!
Martin
Stoke Newington
Create a consortium for employers. Ask them what skills they need - that's the skills that matter!
Tim
Denise
Birmingham
Sussex
Employers- look further than exam results to find the best candidates
reduce class sizes - mandatorily - so that individuals can be nurtured more easily and successfully
Carolyn Thomas
Pulborough
Work out a system of education based on 'opting in' Carolyn, W. Sussex
Jonny Walker
E Hazzard
nathan
Cambridge
warrington
LONDON
Exams should be used not to dictate ability but to monitor progress.
If learning is 'meaning making' we must make learning have meaning! E Hazzard Warrington
increase the routes young people can take. dont favour any one route and give guidance through all.
Emma Bache
Londn
Encourage children to become successful entrepreneurs. Emma Bache Young British Entrepreneur Ltd
Sheila Struthers
Ayrshire
End compulsion.Let children explore what they find interesting or useful. Facilitate this.
Elizabeth Streeks
Bromley Kent
programs for students to help them set/achieve goals in their life. Elizabeth Streeks Kent
Lynne Cheetham
Bournemouth
Make learning personilised. Encourage different systems of education, ie home education.
Dave
Barbara
chris kelly
Sophia
Mick Brunton
Lyn Cecil
Bruno Shovelton
London
Nottinghamshire
falkirk
Manchester
London
London
London
EXPERIENCE IS EVERYTHING! Dave London
END EDUCATION COMPULSION NOW! Give control back to the learner.
Take religion out of the classroom.
Teach me the skills I need to successfully live my life productively in the real world...
KEEP SCHOOLS OPEN! learning for all in the evening and the holidays Mick London
Please change the educational system so that it takes in to account what skills employers need
Help people find the innate and varied gifts that will dig the human race out of the enormous hole.
hannah tyson
Alex
Irene
Colin Wilkinson
London
Scotland
Thurso
Aughton
Find peoples talent, encourage, nurture and mentor. Not just for work but to lead a fulfilling life.
Read some John Taylor Gatto! End compulsion and keep the state's snout out of education.
Education - life, love and laughter.
Bring back the Grammar School but give it a new label
Helen Felcey
Doncaster
make the kids the priority not the red tape! get rid of stale teachers who care only for the wage.
catherine
Lisa
caroline whiteley
penmon
Reading
cheshire
dont force kids to stay in school until age 18 let them leave at 16
Make subjects like languages and history more appealing
Respect young people and help them follow up their dreams and ambitions.
Ginny Wood
real world” learning eg DiDa -New Media Diploma, delivered by (ex) practicing Professionals !!
Ann Gillespie
Steve Wilson
C Owen
Frodsham,
Cheshire
Scotland
London
Bury StEdmunds
L McNeill
Tom Bartlett
Coral
Bradford
Milton Keynes
Suffolk
Teachers attitude must change if a student is failing they must be held responsible.
Nationally/EU recognised non-academic qualifications
FIRST teach children HOW AMAZING THEY ARE,the miraculous phenomenon of their bodies and
minds,
I would make sustainable schools a number one priority. Not just a bolt-on!
Less exam-based/external assessment, and more self- and coursework-based assessment
When Children are taught from the start how amazing and precious they are,they learn respect
Coral
Coral
Jules
Suffolk
Suffolk
London
Respect for others comes with EARLY learning about how Incredible and precious each life is
Teach YOUNG children the miracle of their bodies and brains.self respect&respect 4 others
Ask professionals to volunteer time in schools to share their specialist knowledge and practice.
Heather Powell
craig
Alison
Hans Poppe
Vonn
mike davies
P O Ward
Bec
Nicholas
andrew went
Harrow
Glasgow
Reigate
Oslo, Norway
Glasgow!
Wirral
Whitstable
London
Manchester
whitchurch/hants
nick
littlehampton
Make arts subject , (eg.music, drama, painting)compulsory up to age 16. Heather Harrow
Serious reforme! A primary educaton! How much land do you need to sustain your life???!
Education should work with employers so students acquire skills employers are looking for.
More resources to the bright students! They're the future. Hans Poppe Oslo, Norway
Less focus on statistics and pass marks. More focus on useful/relevant skills!
more flexibility, and tailored made lessons for those who cant cope with academic subjects.
Start school later - at 7.
Make subjects more vocational
Apprenticeships taught from the first year in secondary schools. Nicky Manchester
Work experience is CENTRAL to development, Lower school leaving age to 14 & pay the kids to do
NVQ
education should be about the intersts of the pupils not that of the state
Jeanette
Jan Woolf
Alison Jane
Reeve
charlie
samina
samina
mike waudby
robert
Swindon
London
Bramley
Focus on the childs strengths and teach them using styles they respond to as individuals
FORget targets, testing, appraisals, evaluations, blah. GET - knowledge. Jan Woolf London
Teach children how to think, evaluate, innovate, create. Alison Surrey
preston
epsom
epsom
cardiff
Bristol
Utilise the strengths and resources of employers to provide vocational learning,
reduce class size or increase number of teachers per class
We are quick to tell our children off but forget to praise them when they do good.
Much more liaison with industry, industry professionals and do-ers in schools and Universities
Make school a mini economy and a mini political system with real risks and goals. Power to children!
Anton Wills-Eve
don't count the cost! send the best to uni. teach the rest employable skills. Anton Wirral
Kelvin
Emma
Emma
Jono
West Kirby,
Wirral
Plymouth
Cambridgeshire
Cambridgeshire
Southport
Bernie
Clare
Andrew Larking
Bedford
Hebden Bridge
Norwich
More vocational course in school, starting at an earlier age.
Develop self esteem, respect for others, positive thinking and solution focused approaches
Employ educators who know something about the subject they are paid to teach.
Phil Thane
Lavinia Dos
Remedios
Peter Gormley
James Wilding
Diamond Ring
Pete Camponi
Alan
Pamela
Hutchison
Denise
Llangollen
Sunbury On
Thames
Lurgan
Maidenhead
Minehead
Leeds
Colwyn Bay
Northampton
Drop 'vocational' courses from schools. Promote apprenticeships.
Take pupils into the workplace for hands on practical experience of the world of work
YOrk
Less SATS and more inspriational teaching, creating a thirst for knowlege Denise York
Learn today. Secure your tomorrow.
learning to be meaningful, purposeful and locally contextualised
teach critical thinking and collaborative inquiry
I want to see GCSE's to be made more challenging - The a level students cant cope with the jump
abolish university fees let the best go through, regardless of their parents' income
Stop change for its own sake. Take a long hard look at what works. Agree to focus on quality
Teach people how to learn so they can teach themselves and others. Diamond Somerset
Reduce numbers on creative courses in further education.
Quality courses to keep students enthused with job skills to offer employers
Do away with specialist schools. Pamela Northampton
Angie
Matthew
Helen Lees
Rye
Reading
Coventry
Stop making vocational skills second best and make them aspirational. Angie Rye
Learning to Learn is critical to pupils future success and well being Matthew Reading
Take away the belief that schools are righteous and you have the beginnings of truth Helen Coventry
Martin
Kevin Fisher
C. Lasekan
East Sussex
Cardiff
London
Encourage business professionals to become qualified teachers
Teach the meaning of value and weath creation and where it comes from.
Parental involvement and Governmental financial support essential for ethnic minorities success
David Chandler
Stockport
a laptop for every child
jim douglas
Bryan Hawkins
glynis
Montserrat
Robinson
Lisa Kayser
kath sloan
Trevor Day
Abingdon
Canterbury
Denbigh
London
Less teaching - more learning!
Doing and Making are Forms of Intelligence
Scrap fees, talent should not be taxed but nurtured to create wealth which can be taxed.
Learn together, teach each other. Montserrat London
Brighton
manchester
Exeter
Equality for all kids, not just best schools for middle-classes from affluent homes. Lisa, Brighton
young people need to learn the importance of education and morality within the community
Help to develop the best approach to learning that will engage and motivate each young person
Mildred Talabi
Streatham,
London
New Jersey
Sudbury
tiverton
Bury St
Edmunds
Cardiff
Torquay
Design young people's education course around their natural abilities. Mildred Talabi London
london
Sittingbourne
London
London
teach simple technical concepts plus basics en london
Re-introduce crafts to the curriculum, and include parenting. Gail Wright Kent
Less interference from those with axes to grind!
Teach people to be self sufficient, independent and enviromentally aware.
JY
Mary
marc boddy
Laura
Rob
Richard
Wiseman
en
Gail Wright
John
Tony
I would eliminate the glass ceiling that prevents personal growth
Have smaller classes so each child gets the support they need. Mary Sudbury
group based learning in matters that are real and not just ticking boxes
When did school get so serious!Empower passionate teachers who can inspire our children to learn.
eradicate the 'failure thought' from less advantaged pupils
Take control of the education system away from politicians and give it back to academics.
Tara Parker
Jane Terry
Sally Dovey
Faringdon
Ashford
Strathpeffer
Sue
Nathan
Headington
joanne
joanne
JOANNE
joanne
joanne
joanne
joanne
joanne
joanne
joanne
joanne
joanne
joanne
joanne
joanne
A. Dee
Ken Smith
Fred Lewis
Ash
Seth
Carley Jackson
Maidstone
Merthyr Tydfil
care more about the person than the results
Nurture their unique talents through different learning experiences and meditation!
MAKE EACH SYLLABUS COMPONENT RELEVANT, USEFUL & COMPREHENSIBLE FOR
THE PUPIL'S AGE
Lower class sizes for everyone !
If the student hasnt learnt. The teacher hasnt taught!
derry, N.Ireland
derry, N.Ireland
DERRY CITY
derry city
derry city
derry city
derry city
derry city
derry city
derry city
derry city
derry city
derry
derry
derry
London
Canterbury
Isle of Wight
Leicester
Chelmsford
Colchestaaa...
ASK THE KIDS 4 days of school 1 day of homework club take the pressure of our kids
ASK THE KIDS 4 days of school 1 day of homework club take the pressure of our kids
get the kids more involed within the school/community
MORE DRAMA TO HELP WITH ENGLISH
TAKE RELIGION OUT OF THE CLASSROOM
HAVE CULTURE AWARNESS DAYS instead of religion
KEEP THE PARENTS UP TO DATE
i agree with dave a laptop for every child
show the kids respect take a wholalistic approach
its up to the parents to teach morals and manners to their kids
its up to the parents to teach BIGGER CLASSROOMS OR smaller classes
give the same amount of fu nding to each school per child do not make a difference
CHILDREN ARE THE FUTURE MOST PRECIOUS BEINGS DONT LET THEM DOWN
EMPLOY MORE CLASSROOM ASSISTANCE
we are all born good its what life throws @ us that makes us who we r today
People won't care how much you know, until they know how much you care. A. Dee London
Do away with the old victorian 'schooling' set up. Do it yourself
Reform spelling of the first 150 words
focus on developing a maturity and responsibility into education.
Use Summerhill as a blueprintl for all comprehensive schools :)
Incentives for trouble makers are one thing, but rewards for hard workers should be compulsary
Derek
Barry John
Coventry
Haverfordwest
8.00am start,-5.00pm finish, free state provided breakfast and dinner for all. Derek Coventry
Teach the parentsb4 trying to teach there children Barry Haverfordwest
Junior Campbell
Norwich
Make the moral component the highest measurement of educational excellence. Jay (Jr) Norwich
Bruce
London
Jane
Rosie Sherry
Jacqueline
Parsley
Jacqueline
Parsley
Len Cohen
Katharine
Kent
Brighton
Barnstaple
GET RID OF THE OLD ORDER! ACCEPT RIGHT BRAIN CREATIVITY EQUALLY WITH LEFT
BRAIN ACADEMIA
Weed out misbehavers, including bad/poorly working teachers .
Teach kids to learn and think for themselves instead of forcing knowledge.
We need to support good teachers and give them our time and backing as they educate our children
Barnstaple
I am sure smaller class sizes would really help our children get the time and support they need
London
Caterham
Teach reading, writing and arithmetic. Until these are mastered you will never educate! Len
Education starts at home - parents take responsibility for your own childs behaviour and education !
Akil Morgan
Tim
Liverpool
London
Give more freedom to schools/teachers to enable them to respond to their pupils.
Excluding young people from school perpetuates failure. Lets address school delivery of learning
peter
Andrew
Houlihan
Emma Raven
northampton
New Forest
CLare
Liane
London
London
J ewis
Livepool
old fashoined discipline
Make teaching more pupil-specific; not all children learn or perceive in the same way. This needs to be
addressed. Now.
not to be sat in the same old class rooms day in day out. the young mind is easyly bord and if classes
was ocassionaly taken out of the class room the students will interact more in lessons
Students and parents should be educated on the options available to them
The students should not be overlooked for the sake of parents or teachers. They should be involved in
decisions about their own future.
School education should calm down. Let's teach less, slower and with time to absorb. We're trying to
teach far too much in too little time and at brake neck speed. In secondary schools pupils have to rush
all the time. The bell goes, pack up, rush to the other end of the school to the next lesson, unpack,
plunge into whatever that lesson's about-bell goes, pack up, rush to next lesson and on and on. Lots of
them find it difficult enough to keep up with moving from room to room , constantly packing
up,carrying coats, p.e. kit and so on to actually take in the reams of sophisticated information that's
being offered.
Wigton
Julie
.....Stop trying to hammer a square peg into a round hole. Accept that these children will not achieve
academically, identify this at age 11 or 12 and direct them into more fulfilling, fruitful and rewarding
areas. My daughter attends an inner city comprehensive …and it is apparent that a large number of girls
do not want to be there and see the whole process as a waste of their and their teachers' time. Consider
the disruption caused to those who do want to learn - why should they suffer because some bureaucrat
believes everyone is equal when it comes to academic intelligence? Direct these disaffected children
into areas where they show some enthusiasm and allow children to leave school at 14 if they have
secured employment or vocational training. I splutter in disbelief and outrage when I read of proposals
to keep children in full time school until 17 or 18. What planet are these politicians on?...
Mel
Grimsby
I am sure that many schools try their best with the money that they are allocated, but my school
principal has recently told us that, as we are a successful school, we are allocated less money. As
students, each individual can be worth up to about £700 less than individuals in less successful schools.
Surely this is wrong, and higher performing schools should be rewarded with more money and facilities
than they are currently getting?
Bernie McGee
Bedford
Make more vocational courses available, especially in Special Ed schools. Employers are not interested
in GCSE grades below a C so why con pupils and parents with the idea that E,F and G are passes.
nicola
gateshead
I think that the Seven weeks holidays that our children take are far to much and to long. as it's Seven
weeks of important education they are missing out on. and I think they have far to many holidays. the
only ones they should have is a Christmas. And if they do take a holiday in the summer it should only
be for two weeks at the very most.
Derek Lawrence
Boston
teachers should have more control over pupils without the fear of abuse alligations, stop changing the
goal posts of exam status, teach the real life lessons like the scams that go on, benefits of financial
matters , adverts are not what they seem always read small print, borrowing reponsibly, debt prevention,
how experian works and judges people on the way they pay bills...etc etc.... Derek, Lincolnshire
Marianne Talbot
Oxford
Parity of esteem between academic and vocational qualifications has been talked about for years. But
it's all been so much lip service. Let's make this the decade when it really happened.
Michael
London
No one denies that a rigorous academic education - particularly in English & maths - is a must for
everyone. However, more learning-by-doing will be required if the UK's young people are going to
have the skills to succeed in a fast-changing world.
James
The principle of having a high proportion of our young people "going to university" has been a disaster.
Close at least 2/3 of the ex-polys ,remove the "university name" , status and inflated pay of the so-called
professors who all got a socialist pay. rise they could only dream of - paid for by the rest of us. Most so
called universities created overnight by NL to meet its agenda of spin would not last 5 mins in any
international comp. There are a number of "real" universities as we'll as ex polys. Which should also
have been closed yars ago by any objective measure. If I remember there were about 45 univs and 28
polys. Overnighjt we had 100 universities all at inflated salaries. This is a joke the additional pensions
would pay for real front line people.
Charlotte
Manchester
I think students should get a choice to have their time more focused to a certain area they either excel in
or have a future career in. Making certain subjects compulsory waste time not only in school where
lesson time is limited but revision and study time at home. If one or two areas were pushed in
replacement we would end up with students more experienced and better qualified for their future.
Charlotte Manchester
Joy
Salford
Make the 3 Rs the priority before aged 7. Times tables to be learnt parrot fashion, sticks in the mind.....
K SCOTT
doncaster
this is a wonderful opportunity for young people but without it embedding the literacy and numeracy
and key skills into it, students will not be able to advance further in education as colleges are requiring
higher entrance grades
Michael Cross
Masha Bell
Seek to equip teachers during their initial training and development to have the abilities to teach in
multiple ways which integrate academic learning with practical skills development the two must be
combined as the future society students will find themselves working within will require them to grow
their skills in an integrated way
Wareham
The inconsistencies of English spelling (e.g. sound/soup, friend/fiend, ear/early) make learning to read
and to write exceptionally difficult and result in too many pupils leaving school knowing very little and
unfit for further learning. Only a reduction in the irregularity of English spelling can ever make a
substantial difference to our shockingly high level of functional illiteracy and educational
underachievement. In 1953 the House of Commons voted for Follick's spelling reform bill. Since then
the problem has been ignored again, but English spelling is still preventing millions of people reaching
their full educational potential.
Henry Velleman
Whetstone,
London
We are all individuals with a range of strengths and weaknesses. Academic strengths are no more or less
valuable to Society than practical skills - in fact having a problem with ones plumbing can focus the
mind to this truth very quickly. As with all aspects of Society, we need to encourage a broad spectrum
of skills - practical and vocational learning are essential to our collective future; they need to be returned
to their rightful place in the education system.
Kim Jackson
Leicester
If we do have to retain A-Levels in their present form as looks increasingly likely for the foreseeable
future, then why not increase the profile and status of Applied A Levels, an existing and successful
vocational alternative to the Diploma?
Jerry Rosenfield
Peter R Owen
Judith Green
I believe that Vocational training and work based learning is the missing link for people like me,
welearn in differentways and for me, data driven education didn't work. Practical hands-on brought my
education to life! It may not work for everyone but the exsisting education model that we have doesn't
either!
Bury, Lancashire
There are far too many so-called Universities providing kids with pathways to valueless degrees. Their
reason for existence seems to be "keeping kids off the streets and avoid having to find jobs for them; but
this only works for three to four years, then they're back on the streets again, as it were. The urgent need
is for colleges of further education offering kids the skills to make them useful members of the
employable society and less universities - many excellent "Technical Colleges" have been lost because
the "guy at the top" wanted to make them into useless universities. A think tank should be set up to
determine where we should go in the future and throw everything into the melting pot; starting again as
it were. The excellent Universities will survive, and the others .....
I work in a comprehensive school as a teaching assistant and have done so for 7 years. I love my job and
experience a wide variety of pupils, subjects and teaching styles. I am very concerned about the
proposed increased age of compulsory education from 16 to 18. To my mind 16 is too old for many
pupils to be kept in a classroom, being formally educated for the most part from textbooks, about
subjects they have little interest in. Not only is itundesirable for said young people to stay at school
unwillingly, it also impacts on the whole system. Such disgruntled pupils take up a disproportionate
amount of staffresources too, to no avail on the whole.These resources could be better spent on more
practical and vocational options which could prepare these young people for happier and more sucessful
futures.
Jane James
1) A Charter for employers to sign up to setting the minimum criteria for work experience set by
industry (CBI or similar) 2) A commitment agreement signed by the employer, participant and school 3)
Work experience should be part of schools DNA not undertaken during the last two weeks of term there
should be preparation work beforehand, evaluation during and a what now on completion
Simon Steuer
hi i saw your ad and felt compelled to write to you regarding training in the hairdressing industry. i own
a franchise of toni and guy and feel that the current system of 6 form college hairdressing courses leaves
learners ill prepared to find work as a stylist at the end of a 2 yr course .in all the time i have owned a
salon i have never employed someone straight out of college,preferring instead to train assistants to nvq
level and above through an apprenticeship. i feel that the money spent on hair colleges woulld be better
spent subsidising apprentices encouraging salons to take staff on therefore the training recieved would
be much more job specific- employers would train the candidate to the requirements of the industry
rather than the current nvq system that no one fails and leaves the learner after 2 years of working for an
nvq, a bit deflated after finding that salons wont take them on as they are over 18 and become much
more expensive to take on than a 16 yr old. pl ease give us some support, as if you look in to the
numbers still in our industry after 2 years of qualifying their nvq im sure you would be shocked at the
dropout rate compared to the apprenticeship program. currently i employ 26 people of which at least 20
have come through our own training program ,the others are non hairdressing staff.
Sue
Bristol
Graham Jeffery
Barton-leclay,Beds
James
Cardiff
We can't all be brain surgeons, nor would we want to be. We need to recognise and value everyone's
different abilities.
I believe Education is key to the future of children and adults and should be open to all. I think business
and organisations should work more closely with schools, colleges, and create more links and
opportunities. People from business and professions should be given more opportunity to add value and
work with education, voluntary or otherwise. Equally, collleges, schools, further educaation should be
more open to working with business and professions, be more proactive, organise open days/evenings,
forums etc. Also, mentoring is a very effective and powerful way to get people with experienced
involved in coaching, supporting and helping less experienced individuals, students etc, learn and
develop, and a scheme and opportuntiy should be considered by colleges, schools etc to develop this
with people in the business, community etc.
Bring back discipline into the education system.That in turn would teach respect, manners &
understanding into the failing society we now live in.
David McKaigue
There can be no doubt that the really successful nations prosper economically because of their success
in educating their general population whereas the whole of our education system is focussed on the
‘brightest and best’. Our problem, apart from the entrenched view that practical work is inferior, is that
any attempt to move away from the idea that education is a race, will be seen as dumbing down. Edge
has indeed, a huge problem in changing hearts and minds if they are to make any impact on Practical
and Vocational Training. If Practical and Vocational training are seen as add-ons to the existing
curriculum it is doomed to fail. Only a new consensus on the entire education system will impact upon
this problem.
The government should consider opening centres which can offer vocational and practicaltraining skills
for children, with Asperger Sydrome and other forms of Autism from age 11-19 years old, this i think
will better enable these children to be intergrated into the working class of our society.
Adam Oliver
I'd like to back the way that BT handles vocational training through it's Apprentice scheme. We have
amazing success through this scheme and the loyalty of the Apprentices to BT is something that we are
very proud of. I'm lucky to mentor a lot of the Apprentices and the total care package and opportunity
we give them is what makes it so special. We are currently about to start the IDEA partnership to share
the facilities of BT events with 20 Apprentices in the Suffolk area who will work in a selection of
SME's, this will be a ground breaker for helping the SME community employ learners and gain from the
quality of opportunity that a big organisation like BT can bring. I
Phil Thane
Llangollen
A major problem in secondary schools is that many students don't want to be there. Let's give them the
opportunity to leave early, say from 14 onwards, providing they have a job or training course to go to.
Those who change their minds should be entitled to come back for the remaining years (up to 13 total).
Similar rules could apply to expelled students. They can be excluded permanently from age 14, but have
the opportunity to re-start the following Sept. You simply cannot compel learning.
Daniel
Martin Styles
Shrewsbury
Self explanatory, vote winner.
Government should definitely consider the needs of individuals with Asperger's Syndrome very
seriously indeed.
Mrs L.Phillips
Why not take a leaf out of the Belgium state school system? As far as I am aware, they divide pupils at
the age of thirteen. For their senior schools they are then assessed for academic study, technical study or
practical . Even then a few slip into the wrong stream. We need far more people to study engineering
and IT then we have at present and far more apprenticeships, for all the trades. These studies require
brains, which this country has plenty of! These people are intelligent but NOT academic. It also makes
other children feel like a failure, when they are far from that, (our prisons are full of them) All because
they were not trained for work that would keep them in money for the rest of their working lives. (And
saving the taxpayer millions of pounds!!) I hope my views will be noted. I feel very strongly about the
wastage of children's lives and of the cost to this country.
Paul Ellis, Chief
Executive,
Federation of
Awarding Bodies
London
FAB enthusiastically supports Edge's 'many paths to success' campaign. Vocational qualifications tell
employers what someone knows and can do that will help them in employment. There is a whole range
of vocational qualifications reflecting the UK’s rich and varied economy. Awarding Bodies design and
operate rigorous assessment and certification processes so that employers and the public can have
confidence in vocational qualifications. For some individuals a vocational qualification is a preferred
alternative to academic qualifications; for others it is achieved in addition to an academic award as
evidence of their effectiveness in the work place. A comprehensive and trusted vocational qualifications
system is vital to the operation of an effective labour market. It provides individuals with opportunities
to progress and to demonstrate their achievements through independently validated qualifications and it
gives employers clear benchmarks for individuals’ abilities and potential and enables them to plan their
recruitment and training with confidence. The result is a more skilled workforce and a competitive
economy allied with better social inclusion. Source: FAB Manifesto - 2010. To be launched in
November 2009 at the FAB National Conference (www.awarding.org.uk)
S Boyle
Manchester
Learning should be as straightforward as possible. The UK needs spellings that are logical and
consistent.
Nigel Bullock
Within the manifestos I would welcome clear commitments to the following: - A cross party agreement
that Practical and Vocational learning has parity of esteem within the educational diet of young people
in this country, it is not the poor relation. - PVL is more expensive than traditional academic courses,
this is a well known fact but if Britain is to work its way out of our current position and our young
people make effective contributions on the world stage to solving global issues then we cannot go on
treating PVL delivery as the cheap option. Within LA budgets which are then allocated to schools there
has to continue to be a ring fenced element that supports PVL for the long term not just 2-3 years. Take quangos out of the funding process. Bidding for money takes a huge amount of time and takes
valuable front line staff away from their main job and first love teaching young people. - Diplomas at all
levels are an excellent way forward BUT they have been badly mis-managed. The whole concept of
Apprenticeship Training and target numbers must be reviewed and suggestions made within the
manifestos as how to achieve a quality Apprenticeship programme that is NOT Government target
driven but is DEMAND driven by industry. - Many PVL learners work best away from their home
institution in the company of like minded students where the rigid constraints of school and HE
schedules and timings do not exist. I would love to see a move towards the establishment of Skills
Centres within areas but which are meeting community needs as well as those of PVL learners. - To
address the re-engagement of NEETS etc Area Skills Centres and appropriate courses are so important.
The education system needs to give children at least some idea of rudimentary world geography. I
recently asked a Year 12 International Baccalaureate student to point to Iran on a world map and they
pointed at Canada. It's not on.
Daniel
Wallingford
craig
strathaven
KEN GILL
CASTLEFORD
Julian Mott
Burton on Trent
When bringing in new courses, 1. Don't rush things. Do it a bit at a time. get it right. Diploma = too
much, too soon 2. Listen to what teachers are telling you 3. Make sure it is possible for students and
easy to administrate.
F
Cambridge
Music is a creative subject that has, like every subject, practical and theory aspects. If the education
system could incorporate both the practical and theoretical part of the subject in a full time course: Both
the work of the BTEC National Diploma Music Practice AND A-Level Music - this would be an
amazingly great alternative for those wishing to pursue a career in the music industry and/or continuing
education at university.
Is the most advanced pc and is highly mobile. What are we not being taught? Books and incorrect
attitude, should not be a substitute for a well rounded and healthy education.
STOP THE POLITICIANS MESSING WITH THE SYSTEM. ON,T GO CHANGING JUST FOR
THE SAKE OF CHANGE. THE EDUCATIONAL STANDARD OF TODAYS CHILDREN IS
BELOW THAT OF THE CHILDREN SOME 40 YEARS AGO. ALL BECAUSE OF THE MESSING
ABOUT WITH "ACHIEVING TARGETS".
Joanne
Brownlow
J Cooper
Widnes
I would set up an afterschool homework class.
Shrewsbury
tests should be used to test teachers by providing feedback as to wether a pupil in a group has
understood what the teacher is trying to teach. if in a classroom only 10% of the pupils understand the
information given in the lessons then the teacher has not done the job required of them. it is their duty to
find ways of imparting the knowledge so that all pupils can assimilate the knowledge given. Tests
should not be used to classify children into particular learning groups. all children are born with
intelligence and the ability to learn. if they fail to assimilate knowledge it is the fault of the teachers and
their methods.
Matthew Gribben
Accrington
Access to education at all levels should be free and available to people of all ages, races, colours and
creeds with no group left out or for that matter given special treatment at the expense of other groups.
Education in a 21st centuary world needs to be modern, dynamic and capable of serving the needs of all
students of all abilitys. Access to vocational training for people who want that route and better access to
traditional styles of academic education for the people who want that.
JOHN
ATTWELL
NEWCASTLE
UPON TOWN
As a Accountant I would encourage any vocational learning for would be bookkeepers as on site
training is somthing in this line of work is almost impossible to replace. This is because a classroom
situation can never replace real life experiances.
Mr Donald Dean
Worthing,
W.Sussex.
This is a radical suggestion. Why not divide arithmetic for living, and mathematics ? So very many
people learn algebra, advanced geometry, advanced mathematical formula, etc: etc:. None of which is
necessary for many, in the course of their everyday lives. Of course , if you wish to take up a career
which involves maths, by all means continue, but so many of us don't. My family have all been involved
in education, but only my daughter managed "0" level maths, and she teaches first year infants. My son
is a lecturer to school leavers. My late wife was an infant/junior teacher. I was a History teacher, in a
secondary school, up to "A"level. By teaching arithmetic for living up to a certain age, it would free up
periods for subjects that are being neglected, or give more periods to concentrate on the chosen subjects.
Edward
Stourbridge
We don't need university for everyone we need only the most excellent to go there. It would be a good
idea to bring back Grammar chools. Not everyone needs a good education. Churchill was not a brilliant
student, nor Richard Branson and many of the finest entrpreneurs never made it far in education.
Celia Alden
Norwich
Intelligence is not measured by how well a child performs in a test at school. The brain does not develop
at the same pace, age or level. Some children learn at a slower pace and level when they are younger but
with encouragement and self belief have the potential to achieve high standards once they mature. Other
children learn through practical application and doing rather than sitting at a desk. These children
deserve a more vocational approach to their education even at primary level. The current education
system is failing many of our children by negating their emotional intelligence and lowering their self
esteem. The current mantra is 'Every Child Matters' but if the child only seems to matter if they are able
to pass written tests. The government needs to be more creative and caring towards education. Celia
Alden
lizzie.
fife.
School in this day and age is boring. Im currently in 4th year at high school and there is nothing keeping
me at school. We have such a small choice of subjects to choose from and nothing really helps me in
what I am wanting to do. The year before me got the choice to choose a fashion course but for some
reason we never got the option. Another thing that is really annoying is the fact that if your failing a
class and you want to drop it you can't. I've been wanting to drop chemistry for just over a year and im
still not getting to even though my guidance teacher said i was. To be honest i think the education
system is rubbish and some politicions should see what its like for us everyday!
Celia Coulson
Edinburgh
It is wrong to assume that 50% of young people will benefit from a university education.....far better to
give vocational training the status it deserves and offer it as an alternative to university. This might
mean that more of the pupils I have taught in primary schools would stop saying either the 'university is
not for them' or that they want to be 'footballers or hairdressers'. Celia Edinburgh
Jen
Yorks
anne williams
geneva
More TEACHING! Less box ticking. Seperate vocational and academic education. Neither is better or
worse than the other but mixing them up into a one-size-fits-all system devalues both.
Remove charitable status from all private schools, and use the resulting tax revenue to increase bursaries
for students from disadvantaged backgrounds, and funding to increase university places.
Ivan Wildman
Ely
I work in a Pupil Referral Unit and so work with difficult children/students/young people. We are trying
to get them to pass academic subjects at GCSE knowing full well that they have not been successful at
academic life. We need more support for vocational training for these youngsters; they would enjoy it
and probably learn a a lot more while doing something practical rather than sitting in a classroom.
GEORGIA
BRACKNESS
I would employ and educate/train more educators so that young children can work on a more one to one
basis. This would help children to free their talents and focus on what they really like and follow it till
they become qualified. I would encourage more individuality. WE NEED MORE TEACHERS AND
MORE INFORMATION-MORE THINKING
Michael Heaton
Warminster
Unless you convince under-achieving children and their parents of the benefits of education, no amount
of reform or coercion will change anything. So, advertise its benefits exactly as you would advertise
perfume, cars or life in the armed services.
Del Oshinibosi
London
For the past 10 years ,we have seen the value of education deteriorate in primary schools and secondary
( except university education) , I have kids that go to these schools ,it is appalling how low the level of
intelligence they have compared to the third world countries e.g Nigeria and Ghana -these countries still
practice what the british colonial good education system left behinde ,that"s why they get better when
they get to europe.. I recently sent my kids to Nigeria to complete ther secondary educations. The
solution to British education is for the system to rewind itself 15 years back and bring back discipline
and frequent annual examination before a student goes to a higher class ,the solution is so simple the
politicians will not do it . cheers Del
p20unkprincess
Stirling
i think children are thrown into school way too early and then are allowed to leave far too early!! i mean
4 year olds in primary one!!! let kids be kids no?? everyone is always sayin kids are growing up way to
fast........NO WONDER!!!
stephen coles
milton keynes
History teaching has been hijacked by a group of education progressives. My son's GCSE syllabus
consisted of 'medecine through time' and 'the American trek west'. At AS he did 'women's
emancipation', 'black emancipation in America' and 'the Americans in southeast Asia'. These were
'choices', but not his choices. The school chose them because they were stuck with a few textbooks. The
fact is that you can get a 'A' in history by 'clicking' with some esoteric subject and writing an essay in a
particular ' way. You do not necessarily need to have heard of William the Conqueror, and you certainly
do not need a broad knowledge of Britain and its place in the world for the past 1000 or 2000 years.
Richard Chipps
Burnley
Stop the one cap fits all policy. All children should get the same education up to the age of 11 where we
find out that some progress quicker than others, we should go back to the Grammar Schools where those
who advance further are given the ability to build on that progression and are not held back by the less
academic. The less academic should have the option to attend more practical schools and if progression
academically impoves the option of shifting. The change was brought about by the pc brigade a long
time ago, I live and have always lived in the grass roots communities and most people agree to this
principle, it provides more adequate and fairer education and opportunities to everybody.
Tiernach
Derrylin
kay kay
kent
Why not bring us to places like bbc tv centre, radio stations that will get more people to do vocational
courses and an idea of what to do with life
I completely support education but am concerned that so many people who dont excel in it are looked
at as if they lessser beings and doomed , i remember being told that without education you havent got
future but is education only wht you learn in school because after years of classroom education i find
very little of what i learnt in class have i ever needed to use in any aspect of life infact its mainly the
social stuff that i picked up on that i find useful so make schools more sociable and practical and that
creates room for those kids that are not academic and probably change the way society measures
success.
Alex Khan
Portsmouth
‘There are many paths to success’; thus runs the by-line to Edge’s activities in promoting the value of
vocational training. The problem is that while most people agree with this, many, including those who
work in vocational learning, would add the coda that the vocational route is the path you can take if
you’re not academically inclined or haven’t achieved the necessary A Level grades to get into
university. This only serves to devalue vocational learning, both in what it can offer businesses and in
what is taught to individual learners. Here at VT Group’s training business, we have many learners on
apprenticeship programmes who could have gone to university, but specifically chose vocational
learning, as it offered the very best possible start to a particular career. This is true of careers in subjects
such as engineering, automotive, catering and others besides. Vocational learning is not just one of the
paths to success; vocational learning itself is many paths for many people. Given the range of courses
on offer, vocational learning serves the academically minded just as well as those who learn better
through hands-on techniques. In that respect it is very versatile, serving the economy of the UK and the
aspirations of the people. It serves businesses well by offering training that is direct and industry
specific, giving employers staff with the necessary skills and knowledge to perform to the very highest
level from the outset of their careers. Increasingly, vocational learning is becoming a first choice for
businesses and school leavers. The upwardly spiralling cost of university, especially in the light of the
CBI’s recent announcement regarding tuition fees, is yet another reason why gifted individuals are
choosing apprenticeships. What a shame, then, that it continues to be promoted as a second choice;
available to those for whom the first choice of university is not an option. It’s wonderful that vocational
training gives the non-academic the chance to use their superb talents, but by focussing solely on this
sector of learners we lead people to underestimate the real power held within this type of learning.
Hi, Just to seize the opportunity to contribute to this brilliant and fantastic idea. It does make sense to
bring this to the attention of policy makers. It is about time the 'the one size fits all' became a thing of
the past. Our young people come out of school with no purpose nor vision, they have no academic
qualification, no life and no vocational skills. The curriculum should be given a second look, changes
made when and where necessary to reflect more vocational and life skills to make life meaningful for
those who cannot climb the academic to become lawyers, engineers, medical practitioners, pilots,
teachers, nurses, accountants, architects and what have. I support this idea intoto, it would change the
direction of our young people, at least. The developed nations have embraced this system of education
where practical and vocational options are integral part of the curriculum so individuals' unique needs
could be catered for. More grease to your elbows for hatching and harnessing this fantastic idea, it is
about policy makers woke up to embrace this system, which is long overdue. God bless you. Guy
Ceiti Ni
Chiarnain
carrickmacross
I'm writing from ireland and we need more life skills.. what we are learning in school most of the time
doesn't have a whole lot to do with real life after school.. we need to do more practical lessons because
there is proof that if you see it with your own eyes you are more likely to remember it than looking at
writing on a page.. Ceiti Ni Chiarnain Eire
Shannon
Fitzgerald
London,croydon
Hi my name is shannon and I attend Oasis accademy: shirly park. I think a good way to change the
education system is treating us youngsters like adults and give us more adult responsibilities,music
really makes young adults/children express themselves about things they've been through or going
through and would like someone to hear them I feel that in schools nowadays it's really hard to get
anywhere in the music industry like I'm trying ever soo hard to get someone in showbiz being a singer
and it's hard for me at school because all i think about is I'm never going to make it as a successfull
singer and it gets me down a lot to know i can do a lot of things I'm very good at been given challenges
I hope this will make you understand and realise my point and at least try and help me get somewhere to
make my family's lives better there's a lot more to this than you think , thank you very much for giving
me the opportunity to speak out and express myself.
clair
sidcup
clark leighton
belfast
people make out that school is the only way to success but look at celebrities that don't have
qualifications eg. cheryl cole look at her now.
dear, the pupils should say what subjects they want to lear for example a student that wants to learn how
to produce music and make beats should be giving the chance to be taught or another example a student
that wants to be an accountant should be giving the chance. Even tho the subjects that you are giving in
school some are not going to help students that dont wnat to du that with their life so its not going to get
them what they need for the future. thank you.
Ash
London
While stuyding at university u r not really pushed to go out and work, i think it shoudl b complusory
between 2- 4 weeks, as companies also want experience and some are not given work without it...round
and round :(
Steve Chandler
Manchester
There should be a pledge from the incoming government that it will seek to remove the politics from
education. Such a pledge would put those with experience of education in charge of developing
educational policy rather than politicians with no experience and little real idea.
howard a wood
haywards heath
I have been running a school farm as an outdoor classroom for over 35 years and i have seen the
benefits at first hand of a vocational approach to learning. Students learn and aquire new skills in many
different ways. To some extent we absorb information by listening, but rather more by watching
demonstrations and much more by active participation. I have seen students bloom as a result of the
confidence gained from developing practical skills ,and their self esteem and self worth increases
beyond recognition. A vocational approach can raise attainment throughout the ability spectrum as we
are constantly demonstrating through our level 1 and level 2 courses.
Richard Dealtry
Birmingham
The term 'vocation' implies a personal emotional attachment and dedication to a particular occupation or
activity. It can involve education, training and learning processes that take place in the context of a
whole lifetime. Long term it is not a useful term to use in the employment context, as it does not imply a
balance of interests between the changing needs of employers and the individual, where economic
factors are key influencers at play on both sides of the engagement equation.
Jessa
birmingham
i think that in my school the learning support department are not willing to support me weather i have a
peice of paper saying i am dislexic or not wich i think is horribel beause i struggel to read and right as
well as the toher people in my class and so i won't get the levels my friends will get all becuase i am not
getting and support, whitch if i did then im shure i would stand more of a chance of getting the levels i
want. this is mostly down to my school not beeing given enought money for the learning support
department and there are many people in my place that feel the same way. so i would like smaller class
sizes and the learning support departments to be given more money so they can help more people.
Nick Walker
Bristol
Sevgi
London
Admit the inadequacy of university league tables. I chose to study for an undergraduate degree in in
1993, before this bandwagon really got going. I made my choice of university because I instantly felt at
home in my chosen university. I "clicked" with the staff, the city and the academic culture. Not every
student felt this way. It was just me and that is exactly my point. People should realise that not
everybody will thrive in the same learning environment. People need to admit they are individuals with
individual needs- not buy into the league table logic which attempts to tell them what the right criteria
are for selecting a university. They should make a decision based on how they feel, individually, about
different university's cultures and practices. The answer? i) Publicise the desperate inadequacy of
university league tables which discourage students from selecting their own criteria. ii) Ensure that
students explore their motivations before arriving at university with a trained careers adviser. Thus,
equip them to make choices (and don't try and make the choice for them). iii) Celebrate the diversity of
learning environments provided by out universities and don't try and measure them all by the same
yardstick. I studied Chemistry at Sussex as an undergraduate. Now I am a lecturer in Chemistry at the
University of Bristol.
Over years the goverment has been increasing the tuition fees as more and more people now go to
university. However this just means cutting down on the students from poorer backgrounds, which have
the same capability as their peers but can`t go to university because they can`t afford to pay. For many
students payment is one of the biggest factors for stress as they are left with great amount of loan to pay
back after graduation. Some of us are not lucky enough to have rich parents which can help us with our
studies. The goverment should stop increasing the fees and seriously consider cutting back on the tuition
fees we face at university. At the end of the day it is our success in academic criteria that counts not the
success of been able to pay tuition fees.
To let children with poor numeracy and literacy skills jump classes is a big mistake and counter
productive. These children if they do not do well if one of the class , do not well either when they are
moved to a different class at the beginning of the term. They, unfortunately , will go on to fail their
exams as they will find them very difficult and stressful in the years ahead. This policy should be
stopped immediately.It is detrimental and should be changed. At primary schools, all children have to
be assessed properly for their skills and abilities. Those children, if found they are unable to cope and
achieve good results , should not be allowed to jump to another class just because of their age or to
make spaces for other children.I deeply believe that they should stay in the same class, despite their age
, till they reach their potentials and more confident to go to another class. I think this is the only to stop
some groups of children failing the exams, and who leave schools without any qualifications rendering
them to a bleak or no future at all. I hope the policy makers will consider and debate over this proposal
to see how it can change the education system.
The Women's Institute had their say at the Annual General Meeting in London in June 2003 when the
following resolution, submitted by Gosforth W.I. (Cumbria) was passed. 'Thismeeting calls upon H.M.
Government to concentrate its efforts in promoting and stengthening modern apprenticeship schemes to
provide skilled workers for the future.' What action has this government taken? From Gosforth W.I.
Victoria
Belfast
Rebekah PinkHayes
London
Sian powell
Llandudno
Peter Ralph
Chertsey
In school, I'm being told that universites don't "accept" studies stubjects (Business Studies, Media
Studies, Film Studies) as much as Sciences/English etc. Why not? They're still A Levels.
One of the best choices that I have made so far in life was studying for a BTEC National Diploma in
Media Studies. There were no examinations, all work was practical and coursework and gave you so
much experience working in a real film studio and using professional equipment and programmes. The
course is recognised in the media industry as a form of training and it has made me very employable.
Another positive about the BTEC is that it is free for anyone under the age of nineteen. Due to my
success on the course I was offered a place at University and am now expecting to graduate from a BA
(Hons) in Creative Industries next year and will then go on to gain an MA in Screenwriting. I found
course funding very easy for my degree, however a negative about the MA is that you have to find
means of funding it yourself. I feel that the government should help people like me who have come
from a poor background go further than just a BA and help us go all the way in some shape or form. I
would definately recommend to a young person to study a BTEC especially if you find examinations
difficult. There is so much support received from tutors who have so much experience in the industries
they teach in!
We need more things for people my ages 17 + over. In my area there is nothing to do there isn't
anything to support my interests at all.
There should be three types of secondary schools:- comprehensive grammar and technical in alphabetic
order. Entrance to technical and grammar should be by competitive selection at the age of twelve. A
system of state and voluntary/aided schools should continue. Central control of schools should be by an
"independent" inspection and standards body answerable to Parliament. Politicial input should be via
the government's department for education and training.
Olivia ClaudiaMay B
Birmingham
Steve
Bridgend
Karin
Rossendale
There are so many improvements that can be made in schools. The government needs to take into
account that as children we have struggles and stresses, and not all of us have the same methods of
learning. They complain so much about the numbers of people out of education, yet when they ask
children for their opinions and improvements during school education our concerns are never
considered, and still we are waiting for change. Improvements I would have loved to experience is
having at least 4 trips every term for any school subject. Not only does it give us some excitement as an
incentive to attend school, but it's a change from the usual practice of going to school, working in the
classroom and coming home. Some students learn better visually and to fight boredom these trips will
help us to focus, as well as potentially increasing our grades as we are learning through visual
experiences. The Government should also consider a programme for the training of teacher's to Interest
the pupils of the schools they teach at. I don't think it's right for teachers to be employed who are not
confident, as children will use this as an advantage to misbehave causing other's in the class to fail.
Teacher's also need to be trained to keep the children's interest to a good standard. Boredom only causes
us to drift off which is the cause of some of the vital information we tend to miss, which could also be a
potential reason for the behavior and records of children in both failing and successful schools. These
changes deserve to happen to all children as children who achieve great amounts should be rewarded
also, and not just those who unfortunately live in deprived areas, or unsuccessful schools judging by
Exam results and academic records. An example of boring lessons made interesting would be (Science
lessons). Children should be given the opportunity to learn something different and have a theme for
lessons e.g learning about the human body. An interesting lesson for this topic could be covered by a
fancy dressed theme lesson imitating the CSI episodes and crime scene investigations, or acting out
parts of casualty episodes as a more interesting, fun and easier way to learn the different terms and body
parts of the human body. I hope the Government make a change soon. Olivia, Birmingham
I quit education as an late learner teacher because there was so much red tape stopping us doing our job
correctly.Stupid things like when a female student working on a computer asks for assistance, being a
man I was expected to sit so far to either side it was impossible to see the screen. This was so the female
student didnt fell that she was being oppressed or that we were trying to look down her clevage. Stupid
isnt the word.
Lets stop telling our students that there a critial staffing requirements in fields in fields such as
Electrical Installation, Plumbing etc, only for these kids to pass all the relevant exams and be unable to
find an apprenticship. As the for currentl Government's DVD on Apprenticeships, what a waste of time,
there is no agency there to help!!!! We even advertised in the JOBS WANTED section in the paper and
sadly the only response we got was from other qualified men wanting an apprenticeship. They have
been deceived ........what now???
Dave
peterborough
Start formal teaching at 6 Encourage an assesment structure that does not include SATs, this is far too
early to judge a persons educational capacity Instead we should be encouraging talent, growing
confidence and letting children flower in whichever direction helps them develop
Clare Morley
London
Too many of the targets and incentives that have existed in the skills system have been based around
process rather than the outcome delivered. These need to be streamlined and simplified and measured
against the key test, “does it add value?” Clare Morley AAT
Clare Morley,
AAT
London
Teachers and careers advisers need to be more aware of the vocational choices available. Ensure that
information on ALL the educational options post 16 are made available and resources developed to
support school leavers and those advising them.
Clare Morley,
AAT
Clare Morley,
AAT
London
Ensure that more, good quality, vocational courses are funded and available to a wider number of
people - particularly those that increase and offer direct access to the professions.
Work with the professional bodies and employer groups to ensure clear progression routes from
vocational courses to senior level professional qualifications, thereby giving vocational qualifications
far more credibility and currency in the employment market.
London
I am in favour of more youngsters getting better practical and vocational training. I have been in
teaching and know that the more academic get more attention. It is a big task to improve practical and
vocational training. If this happened our economy would improve and many more pupils would be
happier. Yours sincerely, Robert Everard
C.Crosbie
kim greenwood
Lesmahagow
stoke-on-trent
m0re of the basics .Lessons not holidays
school should be less about serving the state apparatus and corporate needs; more about raising critical
awareness and appreciation of diversity. Assessing people to narrow measures and normalising
everyone does not celebrate the talents of individuals.
julia anns
london
There are far too many examinations... it is better to set courseworks as many students are good at
that.... and teachers now adays doesnt teach properly so everyclass room should have a predictator to
predict the teacher in teaching..
Mr Dorian Wood
Castle Cary
I would slash the budget for formal education - much is wasted on devalued so-called qualifications and rapidly extend the tax-breaks for employers taking on young people in apprenticeships. And these
apprenticeships should not be to train in a narrow trade but develop the principle of flexibility and
adaptability in the workplace, making youngsters familiar with "change" and the need for traditional
values such as punctuality, verbal and written communication, courtesy and consideration - practices
better learnt in a workplace where adults will not tolerate sloppiness and rudeness, than in the liberal
and too-accommodating atmosphere of the modern comprehensive school.
Mel
Coventry
Isn't it time to take stock of the lack of respect and discipline in our schools? It's time to give the power
back to school staff to enable them to teach effectively and students to learn without disruption thus
enabling them to reach their potential. In my experience, too many pupils are calling the shots and too
many staff members are having to deal with stress and physical or verbal abuse leaving them powerless
to do anything about it and looking weak in the eyes of their students. Chidren learn by example but in
many cases the only example they see is staff being bullied by students and the students getting away
with it. This is what modern society has allowed and it's been getting worse over the recent years. I
know, I work at the coal-face. Isn't it time for a change? School staff respect their students, surely it's
time for those students to respect their staff back. Then maybe they can get some learning done! M
West Midlands
Linda
London
Stop teaching the PC edited versions of history and teach children real history - firstly of this country
and then the rest of the world. This would give the children the knowledge of how society is changed by
events. I am totally disgusted at the edited, PC versions of history that is taught in schools with an
obvious hidden political agenda.
Sarah Gillingham
Lincolnshire
I think we should create an entitlement to learning at any age - and stop the emphasis on compulsory
schooling after about the age of 14- replacing it with exciting and stimulating vocational or learning
programmes for those who don't flourish in an educational enviromnent - but give everyone the chance
to opt back in at any stage!
Susan
Birmingham
There is far too much emphasis on assessment and record keeping. Sometimes, the same thing has to be
assessed and recorded in different formats - eg Attainment on Entry and Progress Toward the Profile.
Nothing grows by measuring it. After all the assessments, there is no time left to teach.
Sheena Phillips
Haddington
When you have no help or acknoledgement or understanding of dificulties as in dyslexia, dyspraxia,
ADHD and autism, (often a mild mixture af all of these), you have realised by the age of seven you are
different or stupid or bad. Delay formal education for some? Massive increase in support for target
group. Increase vocational education and it's status.
Roger N. Taber
London
For a start, I would get rid of or re-train those teachers who may know their subject but can neither
teach it nor control a class. Then I would make the National Curriculum more flexible so pupils are not
made to choose subjects (other than the three Rs) but have greater freedom to study according to their
natural inclinaton and ability. I would also dispense with tick-box examinations and disallow Internet
printouts as course work; pupils should be able to demonstrate that they understand what they have
printed out by re-writing in their own words. Smaller classes - not Academy size - would also help.
Allan
Northampton
Why are vocational skills so frowned upon at school? Many teachers of traditionally academic subjects
are so keen to keep young people away from pursuing a vocational career, instead encourage people to
go to university even if it means achieving a pointless and vague degree. I believe that the stigmas
imposed on vocational courses should be dismissed by schools and that following government targets
for how many people are in higher education probably do more harm than good.
S M Smith
Grantham
This was supposed to be a prctical hands on certificate but like so many other qualifications we are
pushing the bounderies to academic level ie diploma status. From my own experience we are going to
deter many carers from doing this award as they do not want or dont have the academic achievement
ability. I cant remember how many times this award has been revised. It now seems to be working so
why are we changing it again?
BOBNAYLOR
Lytham
Stop changing for change's sake. Go back to basics that work and do not try to be too clever thinking
you can change everything for the better. Get rid of EU directives imposing and making life difficult
and the only "rights" children had,in my day, were "The right to be educated" and not bully teachers and
staff and get away with it!! Will no one stand up and oppose disruptiveness and irresponsibility by
certain children and certain parents???
Christopher
Harper
Charlotte, NC
USA
Most impressed with your work and believe you will feel the same about our... we have created a
"Talents Discovery Educational" for optimizing 'talent discovery in our youth' during their K-12
educational process. Details can be found at www.TalentsAreDiscovered.com would like have
additional dialog as we've spent 7 years developing this process. If you can send me an email contact, I
will send additional infomation about our programs and where we are with rolling it out into the
education system here in the USA. Regards, Christopher Harper
Amelia
London
My secondary school (which I attended 1992 - 1999) was all about academics and getting into a top
university, so that is the path that I followed. However I would do anything to go back and instead of
taking the university route do vocational training. Myself and alot of my fellow arts graduates feel
completely useless in the world of work. If only we'd learnt something practical at school and then been
given the option of vocational training. But this was viewed as something only the less academic
students did. While they bring important skills to the work place, us arts students bring our ability to
write essays - a completely worthless skill. Because we are drowning in university debt we now can't
afford to retrain in something practical and useful. Alot of us feel quite bitter about this and wish we
hadn't been sheep, blindly following each other into university just to please our schools and make them
look good by being able to produce lists of students attending the top universities.
Linda Leonard
Maidstone
during those years in this country because of the focus of our education system I believe that young
individuals are troubled not only because they become aware of the world, but are unable to debate and
discuss with any authority: this contrasts with the continental system which gives a philosophical base
from which to debate and discuss and therefore with that comes confidence in yourself, greater self
esteem because it is rooted in a value based system rather than the vaccuous, non-interrelated subjects
we study at school here where we cannot see the worth. Our education system is based on confomity
and those who are individual thinkers are not encouraged.
Jeffrey Hilton
Wigan
Studying for a practical vocation is not "second best". To be successful in a trade in this day and age, a
young person needs academic skills,practical skills and business management skills. Which is more than
I can say for bankers! Jeff Carpentry and Joinery lecturer.
Pascal Harris
Ware
Whilst there is undoubtedly a place for private education, that place is not in state schooling. When the
private sector gets involved in education it does so for profit - and that might mean partial education of
children, promoting a particular commercial interest or viewpoint. This is irrefutable - it happens in the
United States today. Education is not a profit making enterprise. It can't be. It's an investment. Money
spent today on education can be recouped tomorrow in the form of industrious workers. Unfortunately,
you can't have your cake and eat it - if you try to make financial profit from education today then you're
unlikely to have the sort of industrious workers that you can make greater profit from in the future. My
view is that we should have a diverse public sector, education system. The should be no out-sourcing to
drain capital from the system. That means that supporting activities (like the school bus, catering,
cleaning etc.) should be run by the school. It isn't just the teachers that are important. Diversity should
be provided by a mixture of school types (one size does not fit all). Academies. Comprehensives.
Technical schools. Selective Grammar schools. They all have their place. And, above all, we must
reduce the bureaucracy (private interests have only increased the paperwork) and spend the savings
made on administrative staff on the teachers instead (greater salaries). It may be necessary to increase
taxation. That's fine. I'd rather pay taxes for education than on pointless nuclear weapons and pointless
wars.
abigail stevenson
london
The education system seems focused towards producing a product that can be easily slotted into the
workplace. There is little focus on the human being going through the experience, and it leaves little
space for questioning the type of workplace in which we are so intent on getting people out into.
Charlie Shread
Bournemouth
The current grading system is the biggest hinderance to real learning.
Colette
Swindon
The school system is a minefield. For those that fit into the Gifted and Talented category then they stand
a chance of scoring points in favour of the Ofsted Flags being raised within each school. Everyone is
talented and gifted in some way, alot of potential is missed due to schools trying to achieve so many
management targets, now wonder they have behaviour problems in schools, I guess some kids feel less
valued. The teaching in schools is too directive and I personally feel that there needs to be more of the
Carl Rogers approach integrated into teaching skills. Whenever we have approached a school with a
problem we have found the system to be judgemental and therefore the communication collapses due to
lack of empathy. The ears of the education system do not work effectively and this causes a divide
between home and school..
elaine crinnion
portsmouth
Colleagues and myself - all working in education - desperate to see this film - when? Frustated! So
HUNGRY to see it!
Paddy O'Dea
London
Paddy O'Deaq
Paul Dix
London
London
Congratulations on this excellent documentary and for opening this debate. I work at the heart of the
Extended Services programme, in which UK schools are being required to develop services, activities
and programmes that are available to pupils, their families and the wider community. These services fall
outside school hours and sometimes 'beyond the school walls' and when successfully implemented can
help to realise the aims of Every Child Matters, improve outcomes for children and families, and raise
standards in schools in many ways. I feel so anxious and upset when I hear Michael Gove talking about
schools having to focus narrowly on the 3 R's and when he and his conservative colleagues start talking
about policies that could wipe away the last decade's efforts by schools to become learning and care
hubs within their communities. It would be tragic if the Conservatives made it easier for schools to
avoid forming partnerships with children's services and if they undo all the moves that are being steadily
and successfully made towards more integrated working between schools, health services, children's
centres, businesses and the voluntary sector. My heartfelt plea to David Cameron and his cabinet, if that
who will be governing the UK, is to LISTEN (just as Henry Winkler pointed out, and as Amy pointed)
to the young people, listen to the people who are working at the front line in disavantaged areas, and to
support them with more resources, not fewer (never mind the recession!! - this is too important to mess
around with!) so that they can continue their amazing work. Difficult changes take a long time to
happen, new ways of working take a long time to bed in - so give the extended services programme a
chance to make a difference. I believe the idea of extended services is the best education idea that the
21st century has seen so far and it's one that the UK desperately needs to take seriously and keep
supporting - indeed it's an idea that the whole world needs. Thank you Paddy O'Dea Learning Exchange
Manager www.learning-exchange.org.uk
I'd love to have a copy of this to show to colleagues. when will it be available please?
If we want a world class education system then we need to start with world class training for teachers.
In the UK there is no consistency between providers, little training in core teaching skills such as the
management of behaviour and much still depends on the ability of your school mentor. We are
campaigning to improve the quality of teacher training in the UK and lobbying politicians. The film
echoes our firmly held belief that it is the skills of the teachers that we must invest in. Please complete
our poll on initial teacher training so that we can reflect a true picture of the quality of training. The poll
is here http://alturl.com/8cqz and the face book group is entitled 'The Campaign for Excellence in UK
Teacher Training'. We have over 500 responses so far and momentum is growing. I spoke at both the
premiere last night and at the Edge Foundation seminar last week. At Pivotal we are doing everything
we can to support the film, the movement for change and in turn teachers and their students. Paul Dix
www.pivotaleducation.com
Dr. Morgan
Phillips
London
The education system system needs radical transformation. Education comes through many different
channels, for many different reasons, in many different forms... the role of formal education is minute in
comparison to everywhere else we learn from. This needs to be recognised, schools need to be
enjoyable places to be, not the producers of good worker/ consumers that they currently try to be!
Graham BrownMartin
London
An excellent talk given by Lord David Puttnum to an audience of thought leaders from the education,
entertainment and consumer electronics sector: http://handheldlearning.blip.tv/file/1367021/ This would
seem to offer part of the solution to making learning more accessible as well as more relevant to those
needing to compete and potentially save the 21st Century.
Amelia
London
My secondary school was all about academics and getting into a top university, so that is the path that I
followed. However I would do anything to go back and instead of taking the university route do some
vocational training. Myself and alot of my fellow arts graduates feel completely useless in the world of
work. If only we'd learnt something practical at school and then been given the option of vocational
training. But this was viewed as something only the less academic students did. While they bring
important skills to the work place, us arts students bring our ability to write essays - a completely
worthless skill. Because we are drowning in university debt we now can't afford to retrain in something
practical and useful. Alot of us feel quite bitter about this and wish we hadn't been sheep, blindly
following each other into university just to please our schools and make them look good by being able
to produce lists of students attending the top universities.
becky
Amelia
london
London
Love the work Edge are doing. So important and such a long time coming!
My secondary school was all about academics and getting into a top university, so that is the path that I
followed. However I would do anything to go back and instead of taking the university route do some
vocational training. Myself and a lot of my fellow arts graduates feel completely useless in the world of
work. If only we'd learnt something practical at school and then been given the option of vocational
training. But this was viewed as something only the less academic students did. While they bring
important skills to the work place, we arts students bring our ability to write essays - a completely
worthless skill. Because we are drowning in university debt we now can't afford to retrain in something
practical and useful. A lot of us feel quite bitter about this and wish we hadn't been sheep, blindly
following each other into university just to please our schools and make them look good by being able
to produce lists of students attending the top universities.
Ben Bayman
Liverpool
The education system has become saturated by theoretical learning and the persuit of knowledge. While
this is important and successful, there has been a resultant deficit in practical skills. With the currect
economic state, it is essential for there to be a wide range of vocational options as a culture with a larger
skillset is of more use across the nation.
Brad Gaine
London
Becky
England
(On the subject of choice in P.E.) Everybody has different interests/builds. Some aren't as
confident/experienced as others.
As teachers, the pressure of targets that they have to meet and pushiness should be relaxed. Teachers
will then be able to spend more time helping out, assisting students with their personal goals and
spending more time on specialist subjects like Crafts and Art.
Andrea Puerta
London
I believe there is a fundamental question to ask ourselves; why we need to "educate" our children and
why is it that when we say educate we immediately see an adult standing in front of a young person
"educating" them. I see in most "educated" people incapacity to share, incapacity to negotiate,
incapacity to change, incapacity to understand new ideas and concepts, incapacity to think, incapacity to
manage power, incapacity to communicate, incapacity to act and incapacity to love and innovate. If we
adults can't do this how can we put ourselves in the front line for administering, designing and providing
"Education”?
Nick Webb
Towcester
I am a teacher ,who, after 20 Years dearly loves a job I find harder to do every day..Teaching is an
absolute joy. My great Aunt is 100 this year and I talk to her as often as I can ,but, not often enough.
She was teaching I think in 1924!!! She would recognise my classroom!!!!! Does she really understand
the world inhabited by my students. The other day she talked about planning lessons to try to entice
youngsters to learn!! I await your current work with excitement. Nick Webb...
MR.Y. FERGY
YORK
Let the teachers TEACH: And get the politicians OUT of the Schools and make them get on with
whatever They do best.! (its anyone's guess what that might Be.)! For the last few years it seems to be
joining as many committee's as they can just to make it SEEM as if they are WORKING.!! They also
seem to take a keen interest in their " expenses ". But they,(the politicians ) are NOT as smart as they
thought they were.!
Helen Le Voi
London
My son is 7. He is dyslexic and has 'Catastrophic Working Memory Breakdown' - to quote the
educational psychologist. It means, he struggles to read, writes phonetically and forgets what he has
learn't - frequently. He needs to learn in different ways from the norm. The government want all schools
to adequately cope with dyslexic kids - only schools are struggling to do so. I want transparency, to
know what schools would welcome and nurture my son. I'm looking for a school that celebrates who he
is and what he does well and I want that to be within the State system. Helen
http://mydyslexicboy.wordpress.com/
neil
poole
The only certainty in the future is uncertainty so we must educate our young people to cope with this
and GCSEs and the test culture we have is failing them. 'Every child matters', but some 'matter more
than others' in our current system which is geared to having our students jump through hoops and you
have to get 5! Value everyone and engender a culture of creativity, collaboration and communication.
We can only do this when we take our teachers out of their straightjackets of the national curriculum .
We cant have excited and buzzing kids without excited and buzzing teachers. Neil Atkin Movement for
Learning
H Utley
Liverpool
That's what the law says for children educated otherwise than in school. That way the education is
personalised and you can work alongside the child in a way which respects who the child is - a unique
individual. How ironic that just as Edge is launching this film the government is bent on removing the
freedom from those who educate otherwise than in school to do so according to a child's age aptitude
and ability, and instead forcing us to follow the same failing curriculum as the schools.
Sarah Farrugia
London
We all have talents. Yet our system does not recognise most of the talents that we have. Therefore we
chase a very narrow set of skills. Increase the bar on these in terms of testing beyond any real need. We
fail to nurture skills that serve us as individuals and as society. Reform is overdue and essential to allow
future generations to thrive and prosper as individuals and as a whole.
Michael Bassey
Newark
Well said Steve. In 21 years we have moved from the least state-controlled system to the most in the
world. Some state intervention was justified, but long since it should have ceased. See www.freeschool-from-government-control.com/political.html for the list of 11 education secretaries between
1986 and now and reflect on how many of them were disasters. As Barry Sheraman MP (chair of
education select committee) said: 'A school that was changing its leadership as regularly .. would be put
in special measures immediately.' Professor Michael Bassey
Diane
Wokingham
My son is bright and outgoing, but for the majority of his school life he has been bored - first by the
over-learning for SATs, later by the outmoded methods of teaching employed at secondary school.. He
has achieved good GCSE grades but I believe he would have done better if his school had engaged him
more. His passion is computers, and he has taught himself to program, create web pages, and design
game maps - none of these things were available at his school. I believe he will go on to find his niche
and hopefully achieve his dreams because he is resourceful and dedicated to his passion, but I don't
believe that his school experience has heped to discovered his passion and feed it - he has had to do this
on his own. He basically leads two lives - 'powered down' at school, going through the motions, and
'switched on' when he gets home. Please stop this criminal waste of talent and energy and find new
ways of engaging our children and developing their individual talents.
Jon Harman
Norwich
We are teaching a generation to learn to hit targets and pass exams, that is causing narrow thinking and
short term attainment. The next generation are going to need much more lateral thinking and creative
problem solving skills than we are preparing them for. It's the classic "Candle Problem". Additionally
the way our school governance is structured is woefully inadequate, you can have great headteachers
stifled by poor governors who do not know enough about strategic planning or education to truly evolve
schools for the 21st Century. Can we not put a stronger push on corporations as part of their corporate
social responsibility to provide skilled individuals to support schools in the strategic and business
management side, rather than just the available local busybody who signs up for every committee they
can. And please remember, just because you teach doesn't mean they learn. We are disregarding far too
many children as unable to learn to this homogenised form of education, all children are capable of
learning to a high level, it's how you facilitate the learning that matters.
emma craigie
bruton
The early years are crucial. I think that the cambridge review was absolutely right to raise awareness of
the damage done by starting formal learning too young. So many children are put off learning by an
early experience of struggle and failure. i also think that the model of Steiner education which is centred
on the development of the child and aims to nurture creativity answers the main problems with our
exam-based system which the film demonstrates.
Peter Jones
London
Vocational education is always seen as being an alternative for those who may not be engaged with the
more traditional academic education. Vocations and professions are and should be aspirational and for
all, not as a second choice but as the first.
Marianne Talbot
Oxford
It's a crying shame that so many young people today are put off education by a system that expects them
to concentrate on subjects that mean nothing to them, and to study in ways that do not suit them. We
need more vocational education if we are not to lose these young people to education for the rest of their
lives.
Christine Howell
Leatherhead
Carolyn Frost
Dorchester
I was pleased to be at the premiere of your film " We are the people we have been waiting for " It
certainly was thought provoking as I am still talking about it a week later.! I have taught in a variety of
schools and specialised in the 14 / 15 yr olds. My subject was P.E. which enabled me to get a real feel
of the passions ,dreams,aspirations and concerns of students at a very emotive time of their life. At the
same time one of my two daughters was desperately unhappy at school.She didn't want to go to school,
she wasn't being bullied, home life was very stable and supportive,I only worked three afternoons a
week,she was surrounded by friends and a close extended family. It lasted from 12yrs till she left with
no qualifications and had been to three schools in the area. My daughters now have two children each ,
one has started school two are at pre school nursery. I am very involved as we live close by. Watching
them go with such enthusiasm and then watching your film I felt very strongly that the age group you
covered was too late to be asking those questions. We need to know when our education system is
losing these children's eagerness to learn, when do we start to fail them? I know beyond doubt that my
daughter lost her passion to try, to explore, to experiment when she was nine. It is no good asking or
listening to children who really don't know what they want because they have not gathered enough to
draw from. I agree completely that children learn effortlessly when they are excited and involved. From
a lifetime of being with children of all ages and now starting again I realise that we must look at
education from the very start not just at the age group I have spent my time teaching and you based your
film on.. At that age they must have confidence in themselves and then we can move forwards in some
of the wonderful ways that your film showed was possible. I enjoyed the film I felt it was too long. I
also feel that our education system could help and guide the parents who are trying so hard to help their
children.
I have worked for 10 years as a vocational assessor/tutor and we are still seen as the poor relation of
academia. Vocational education ensures that jobs such as care results in giving an excellent standard of
care to those who need it
Richard
Cummings
Nottingham
If we were planning an education system from scratch would we actually do it so we herd all teenagers
up into big ranches, called schools? School as an institution beyond primary is the problem. As long as
an education system is built around it, then it will dominate, and not the requirements of the individual.
Oonagh
Moreton
I have a son in upper sixth form and he is taking three A levels. He feels so close to breaking point now
because of the pressure put upon him, i feel, perhaps wrongly, that all the school system is fighting for
is their position on the 'leader boards' at the expense of our childrens sanity.
Barbara Stark
Nottinghamshire
The right to an education must be the only right which is compulsorily imposed and its form dictated by
the state for most children. If the state could continue to provide opportunities for children, without the
compulsion, I think there would be a time of rapid change and you would end up with massive
innovation and a system that suits the child instead of children always being forced into an
uncompromising and punitive system. Instead we suffer successive governments whose diktats and grip
on educational provision tighten by the day. It is like a prison system.
Daniel
Wallingford
Our younger generations need to be able to find their way around at least the major countries of the
world. Focus upon rudimentary world geography should be included at the beginning of a child's
secondary education, so that they don't look stupid when presented with a map
pssed off parent
newmarket
We are putting our children into abusive situations every day by sending them to schools where they are
open to abusive behaviours and language from their peers and teaching staff. Special needs pupils are
pften so stressed by the fact that their needs are either denied by staff, missunderstood by ignorance of
both teachers and pupils that they cannot focus on learning. Schools are now a free for all, a place where
wild children roam in a disgracefully unruly manner and where those children who wish to learn are
bullied, demeaned and injured daily. School should be abolished in it's current form. get the government
out of schools and let discipline be re-introduced alongside meaningful learning not new age nu-labour
twaddle!
Imogen Stephens
Chichester
Controversial point perhaps: but the vast majority of teachers exist entirely in the narrow paradigm of
education. They went fro school to college/university and back into school: those teachers that have
experience of the wider world (eg the GTP products) stand out a mile. These teachers are far more
inspiring teachers- kids immediately see they are credible and connected. How do we keep bright and
sparky kids inspired? I'm not convinced the gifted and talented programme is the answer: better
teaching within the curriculum would help!
Inga
York
One of the main problems with state education is that it is unclear to schools who the customer is. As a
school governor I was shocked to discover that the local authority is seen as the customer who matters;
management time was tied up with creating statistics and going to meetings with the council. Instead the
pupils and parents should be the main priority. The sad truth is that schools are very poor providers of
both childcare and education. If schools concentrated on providing a reliable and wide ranging
curriculum scheduled around normal working hours, which allowed all children to grow up slowly and
become skilled at many different things, then their parents would be able to go to work and contribute to
the economy instead of being stuck in the hopeless position of trying to find school hours and term time
only jobs that just don't exist.
Paul Perrin
Brighton
I don't want to save the world - just give me the £10,000 a year the government currently hands to the
LEA for each of my children and leave me alone to sort out their education. It will cover the private
school fees nicely. I don't want or need anyone else to interfere, and I certainly don't want to interfere in
what others think is best for their children.
Sean Delaney
London
This film is full of platitudes that no-one could disagree with. I have been teaching kids in British innercity schools for over ten years now but all the policy makers, experts and pundits fail to challenge the
biggest problem we are facing as a society: that there will never be enough jobs to go round in a society
where value as the measure of wealth is now redundant. Just like the Financial Times editorial writers,
these pundits think it is simply a matter of better management of a system that is broken. It isn't. The
system cannot be reformed. We have to dismantle the system, not try to fix the unfixable.
Jonathan Sim
Peterborough
Academic = Theory Vocational = Practical No need for league tables anymore Mr Sim
Jacquelynn
Potter
London
David Slater
London
Chris Watkins
London
What I want from our schools: *Enable our children to gain important social skills by giving them space
in the curriculum for play, talking things through and creativity. *Rather than merely teaching them to
pass exams, teach them a life-long love of learning. Give them the tools they need to learn effectively.
Empower them. *Accept and embrace their individual skills. Just because someone is academically
brilliant, doesn't mean that they have the skills to optimise their brilliance in everyday life. Just because
someone struggles academically, doesn't mean they have nothing positive or worthwhile to offer.
*Value and motivate our teachers, trust them and give them the freedom to teach in the way that works
for them and their students. Children know when they are liked and respected. They will WANT to
learn from someone who understands and appreciates them.
********************************************************************* On a personal
note: My autistic son is one of the lucky ones-he goes to an excellent special needs school with close
links to a mainstream school. His inclusion is gradually increasing with his ability to cope with his
sensory issues and large groups of children. He has come a long way from starting school as an
incontinent and non-verbal 5 year old. It's his (so far neurotypical) brother I worry about: he is
imaginative, engaged & enthusiastic but struggles to sit still & quiet. I worry that the current education
system will remove all that enthusiasm and potential in it's efforts to meet National Curriculam
standards.
I was wondering why this DVD is only available in the Guardian newspaper and not all of the nation's
broadsheets and tabloids, since it could be argued that those who are usually failed by the current
education system are less likely to read or be able to afford the Guardian.
While your DVD makes important points about secondary education, they are very similar to points
made in 1947 (report on Secondary Education in Scotland). And you do not really challenge the
ineffective learning model which is prevalent in schools (and has been since classrooms were invented
5000 years ago). It is this model which serves to keep school functioning as a selection system - some of
your young people were eloquent examples of this. All teachers, parents and students themselves know
it can be better - and know that the system is currently hampered by low-trust politicians, a big
"accountability industry" and too much specification, all this associated with the culture of compliance
imposed by a bullying inspection system.
Jacqui Flisher
Lambourn
Education in this country will continue to fail our young people until educators and governments alike
realise that one size does not fit all. I work with people of all ages, young and old who are deemed to be
'Learning Disabled'. These are bright, intelligent people. They are certainly not 'learning disabled' but
are individuals who just happen to think and learn in a slightly different way. Most arrive on my
doorstep with very little self-esteem, having had all the confidence knocked out of them by a system
that seems to have been designed purely to make them feel they are failures. What I do is not rocket
science, so how come I can get a child reading, writing and spelling within 30 hours, when school
cannot manage it in 11 years. Every report on education just recycles the same old solutions - we must
teach our children to read by using phonetics. While this may work for the majority of children, for a
great number of others who do not think with the sound of words, then it won't. The education system
needs a radical shake up and until it does, then we will continue to fail our citizens of the future.
Josiah
Cornwall
Not enough extra support is being given to those who have talents not conventionally covered by the
curriculum. Yes, there is the Gifted and Talented program, but as a member during secondary school I
discovered it did little to develop or encourage my abilities. Schools need to focus on the individuals
themselves and look at their unique skills. Though it is a cliché, it is sadly one that is being ignored We, the young people of today, are the future. If we are not adequately provided for during these crucial
years, then the problems facing the world now (which will be dramatically more prominent in the years
to come) will not be tackled. Radical change is needed, and though no one is certain how this change
will occur, we all know that it must take place. Josiah, 16.
Elsie Townley
Bedlington
It would help if the media augmented the preferred ethos because the average middle class child finds
all schools based on their familiar values. Children from disadvantaged backgrounds find a slightly
alien environment which has to be digested before they begin. There's always been too much
memorising and papers of the tick box variety do not allow for subtlety which is why fairly intelligent
people can have difficulties with forms. 'Yes' and 'no' and 'right' and 'wrong' - even 'large' and 'small' are complicated by reality and questioning of ideas ought to be encouraged. Little mention is made of
respecting the students. Only by receiving it can its value be appreciated. Difficult to forecast in fast
changing times for what education takes place. There should also be some beneficial outcome such as
meaningful employment and leisure for motivation.
Ruth
London
The value of 'Knowledge in Action' (hand and brain) was illustrated in a Design & Technolgy context
by Richard Kimbell and colleagues in the late 1980s. Including how to go about assessing such learning
(APU 1991). This echoed the voices of John Eggleston, Michael Young, Raymond Williams, Geoff
Whitty and many others from the 1970s. Schon and Eisner (1980s). At a major conference in the early
1990s, Ken Robinson and David Puttnam also stuck their heads above the political parapet in a call very
similar to that once again discussed in this film, as did David Hargreaves c 2000 and, more recently, the
Nuffield Review. Yet despite all these efforts to call policy attention to the "inconvenient truth about
education" those aspects of the curriculum (all that a learner learns, wherever or however it is learnt)
that involve learning through doing (knowledge in action) have gradually been eroded in the formal
maintained system. This, now, from a very early age. The answer is not separate, selected, unbreachable
tracks of 'academic', 'vocational', 'applied', 'practical', but, as flagged in the film, a richer diet for all for
as long as possible. But at the same time such ways of knowing must be valued by our society. Still, too
many bouquets go to those most able to regurgitate and forget - not to those who learn to learn and to
question. The really sad thing is that if Puttnam and Robinson had been heard in the early 90s the young
people in the film might not have suffered in the way they have.
without coherent, cross-party strategy and a move towards analysis of "product" rather than value for
money SEN provision will suffer. create specific SEN inspection panels rather than have general
OFSTED inspections and learn from "flagship" models of education
john bennett
brighton
Spencer
Nottingham
Well I suppose one ought to declare one's own interests first: I work in the Humanities in a University. I
found the documentary We are the People...smug, complacent and confused. I suppose the one
consistent message was that education was entirely utilitarian. At best, we are supposed to train the next
generation of children to save the world; at worst, we are training them to be economically useful. It
does sound awful to say that education isnt about the student but the body of knowledge really doesnt
make allowances for that kind of subjectivity. But the good news is that, despite what this campaign
would have us believe the Romantic poets, the history of Greek city-states and yes even algebra are
democratic. They are open to everybody. If we remember that then we are much more likely to produce
a society underpinned by humane rather than economic values. But to conclude on a subjective note, I
find it utterly astonishing that anybody living in England (and I do mean England) can really believe
that it is a society which overvalues the intellect.
gavin Hill
newcastle
The future is looking bleak without a skilled and inspirational workforce to lead us. We all need to stand
up and shout out loud thatour educational system needs to shake it'self up and provide skills needed for
our industries already setup instead. Im offering Horticulture, environmental and sustainability training
to all ages to give us a future Gavin Newcastle
Angus Willson
Ashford, Kent
Some initial views and questions here http://pannage.blogspot.com/2009/11/we-are-people-weve-beenwaiting-for.html
Fabulous idea: let's replace education with job training and become sleepwalker subjects of superfeudal
capitalism - a society combining the totalitarianism of 1984 with the touchy-feely thought-control
powers of Brave New World. Keep up the good work!
Russell Smith
Oxford
jenny
Achsa Griffihts
london
Sandwich
Simon
Brighton
Marie Amesbury
Taunton
Dyslexia is very common and often misdiagnosed by ignorant teaching professionals who mistake it for
day dreaming, low ability, poor concentration etc These kids are being failed right at the start of their
young lives in terms of literacy and numeracy. There are just not enough experts in Dyslexia to help
kids with their wonderfully unique 'gift'. Can you believe my daughters former SENCO said she had
never seen 'one' in 20 years of teaching ! It was at this point I pulled her out of the education system and
home educated her ! It's a disgrace.
Patrick Salvadori
Kintbury,
Hungerford
I found Ken Robinson very inspiring. The film was truly visionary in its range and images of good
practice but it was also an indictment of our present circumstances. Besides training teachers until the
day they retire and improving the possibilities offered by the system, we have to re-deign our schools
physically. Visionary architects are part of the equation for radical improvement, which didn't get
mentioned in the film but was suggested through the images of well-designed centres of learning where
students and teachers can function very effectively and relax in a truly encouraging environment.
What we need is smaller classes. I'm a teacher, I know...
Compulsory education should start at the age of 6. Before the age of 6 all learning should be done
through play.
I have left full time teaching to set up a family plumbing business so my own kids might be spared some
of the cruelty of the 'you can do anything' myth. If they can then rebel against me and become
academics, even better.
Shena Deuchars
Swindon
zoe
efstathiou
zoe
oxford
I found the film very interesting. Its timing is intriguing, considering that the UK government is trying
to eradicate elective home education (EHE) which has enabled me to address the issues raised by the
film in the education of my own now teen-age children. Every day, I see a variety of young people
doing both practical and academic work regardless of age and with a confidence borne of knowing that
they are supported by the adults around them. I was disappointed that no-one in the film addressed the
absurdity of grouping children by age and giving the same "education" (actually, schooling) to all. Very
few situations outside school group by age in preference to ability (I'm thinking of sports clubs and
music groups) - even uniformed youth organisations group young people into 3-year bands. A team
competing in an international robotics competition has included EHE young people from 8 to 16. They
all work together, with no issues about age. In school, it would not happen. I was also disappointed that
no-one was brave enough to suggest dismantling the compulsory structure that leads to failure by so
many. To paraphrase something Ken Robinson said, as a parent I have the strongest motivation for my
children becoming economically independent. If there were no element of compulsion but schools were
instead community resource centres where people of all ages could pick and choose to access various
types of expertise, then we might be able to access education for all. I'm not suggesting a "supermarket"
model where all types of education would be available all the time, but a model more like adult
education used to be: specific topic-based classes (various languages, technical subjects such as
plumbing and electrical work, music and other arts, academic subjects) available at advertised times to
people who are interested and want to sign up. People who want to do specific jobs would then be able
to obtain the qualifications they need, when they need them, instead of all children being pushed to do
as many qualifications as possible (and sometimes more than they need or are capable of).
I have very strong views on the national curriculum and have blogged about the current education
system and suggested possible, and quite radical, ways it could be changed. I'd love to hear other
people's opinons- if you have the time please have a read: http://herviewsonthenews.blogspot.com/
I have very strong views on the national curriculum and have blogged about the current education
system and suggested possible, and quite radical, ways it could be changed. I'd love to hear other
people's opinons- if you have the time please have a read: http://herviewsonthenews.blogspot.com/
neil summerson
Peterlee(co
durham)
We need people from both sides of the coin, we can,t make food for the world if all the government is
investing in is how many doctors we can get throught the door or where the next acedemic is going to
come from yer we need scientists but we also need the many others that go with it. we need to be made
to realise that we just don,t have a world born full of acedemics we have a world full of individual
talented people. Dyslexics have a different way of learning and yet they are still not recognised as been
as talented as they are, this is just one example of how 'yer we have been individualised but this issue
around dyslexia is still not been addressed as fully as it could be!
Lorenzo Cosco
Walsall
I work for a national organisation that helps businesses to work with schools. Due to funding issues and
the new 'Rarely Cover' system it's getting harder to bring students into contact with local businesses
who could motivate and inspire them. We are also having huge problems getting teachers out of schools
for professional development programmes. Let's hope the new Government gets to grips with this
problem and stop all these short term initiatives that contradict each other and just ensure that nothing
positive gets done
Kate
Oxford
nick grant
wembley
Our education system is massively divisive. The top private schools cream of those of high intelligence
and then, not surprisingly turn out kids with disproportionate numbers of exams and meaninglessly high
grades. But often these kids have been pushed so hard, they haven't had a life and are unable to relate to
the real world. They have become slaves to private school competitiveness and their need to keep at the
top of the league tables. Elsewhere middle class parents move house, cram their kids with private tuition
and push them into the Grammar system. Children who don't get in are often scarred for life and State
schools in those areas suffer as a result. Elsewhere still, those who have the means move house or rent
one in an area that allows them to get their kids into what are perceived to be the best state schools. At
the same time OFSTED are busy destroying the confidence of some really good schools by putting them
in Special Measures for minor inadequacies. Those schools are battling with children from difficult
backgrounds, weekly and often contradictory directives from the Government and limited resources. As
it stands, the situation with the education system in this country is madness and I don't understand why
there isn't more of an outcry. I do not want the elitism of a private education but I do want better for my
children who are being state educated. We are being failed by the Government.
how can you claim to revolutionise education in isolation from the rest of society? do you also cause for
social and political revolution as well? if not then you are surely not serious, or, at least, hypocritical/
Rosemary
Saunders
Corby, Northants
This is what education should be. Learning through doing, play games, produce a play, this is the best
way to learn. Teaching skills of life, appreciation, kindness, honesty, focus. First Aid - Equal chance for
everyone to be saved. Life skills, housework, cooking, fashion design, house keeping, decorating etc.
How to start a business, how to become self emplyed, how to fill in taxation forms - REAL LIFE!
Family, committment, community, temptation - impact World issues - solutions ie war - death!
communicate - live!
Dr David Hoyle
Manchester
Maggie
Dorset
To generate an endemic passion for learning (which harnesses and builds on (rather than destroys) the
innate inqusitivness of children and young people) education services in industrialised nations need to
incorprate insights offered by complexity thinking. An example of what this could mean is offered by
Dave Snowden via the following clip
http://www.youtube.com/watch?v=Miwb92eZaJg&feature=channel Politicians, ministers and many
'educationalist' currently commit our education system to remain clinging to the wreckage of an ordered
model that was created to produce workers for an industrialised economy - but which now wastes the
lives and talents of many children and young people (70% if one adopts Will Hutton's 30:40:30
paradigm (30% doing well: 40% struggling: 30% failing or being failed)). In the 21st century we need
to transform education services into a rich and diverse system of opportunties that fit the complexities
faced by young people in post-industrial economies - accredited learning opportunities that enable the
realisation of Howard Gardener's multiple intelligences, so that each child's potential, learning and
achievements can be promoted recogised and celebrated in whichever field they excel. Dr. David Hoyle
Manchester
The decline of our system happened when we got rid of apprenticeships and made almost everything
reliant on degree courses. Our hospitals are a state because we do not value the bedside nurses and got
rid of the old SEN status. Not everyone can cope with degrees nor do they want to do one but there are
lots of people who would like to see better bedside nursing. I have witnessed degree nurses who say it is
degrading for them to do bedpan duty. There should be room for all kinds of people in our services so
that everyone receives the best and no one believes that they are too good to do the chores. Everyone
should be valued for their contribution and this starts at school with teachers valuing their pupils and
bringing the best out of them no matter what learning style they have. Everyone has greatness in them
and this should be cultivated and grown for the good of the whole community.
Jenny Bartlett
Blandford Forum
Hooray at last there seems to be a glimmer of hope against against the prescriptive, tick box, over
examined system that is failing our kids. Vocational training should be valued equally with academic
Education should be a fun, imaginative adventure for both parties where we learn from each other and
young people need to be encouraged to experience a variety of different skills, build self confidence and
resourcefulness, not become compliant automatons .Summerhill was an inspiration to me.
Harry Smith
Brighton
Throughout my education I got good grades but that was because I learnt how to pass exams, it wasn’t
because I learnt a great deal about all the subjects. It wasn’t until I completed a National Diploma that I
felt I was learning. This was because, as at university, I was able to challenge myself and learn through
a mixture of practice and theory. The biggest problem I found throughout my education was making
subject choices. I ended up studying Graphic Design all the way to undergraduate level, not because I
wanted to be a graphic designer, but because it was a subject that suited my learning and desire to solve
problems. Researching and investigating a problem to produce an innovative and creative solution, is
what I think I do best, but what subject is that? Now I have a graphic design degree that could
potentially be as much of a restriction as it is an advantage to me in my search for a career.
daren peary
hertford
i have worked with children for over 10 years and I am absolutely amazed at the current OFSTED SYSTEM and Curriculum That is failing so many individual children and Young People.I think it is
about time we consulted the experts(the children themselves on ways to improve our schools. I would
like to see individual assessments on each child before-during and post primary/secondary school as a
preventative practice.The league tables are an outrage and I will endevour to make my vote count come
the next election.
Martin Alder
Reading
Watford Comm.
Garden
Watford
Helen Prochazka
Winchester
Well I watched it, all 70 minutes from start to end. If I had delivered such a short message in such a
long time at any conferences I would have not been asked back again! Who on earth paid for such an
extravagant production and why? The message could have been delivered in 15 to 20minutes and more
clearly and cheaply minus all the expensive aerial photography and location shots in distant places or
with celebrities with nothing to add. A lot more people may even have watched it, but 70 minutes was
absurd. My friend, who is a young surgeon would take great exception to Henry Fonzi’s assertion that
you don’t need education to become an in utero surgeon, or surgeon of any kind! In fact that element of
the message, that whatever you do will require effort if you are to succeed was not emphasised nearly
enough. Practical may be the thing for some, but many of the more interesting jobs, require substantial
amounts of commitment plus some of the academic side. Being happy doing something may be great,
but the financial cannot be ignored, as it can have significant negative impact. So compromise may be
needed and this was never mentioned. The message about learning and teaching methods in schools
appeared to owe more to the producers memory than the realities of today’s school environment.
Schools do have individual learning plans and no more control the scope of the learning than the
Swedish organisation does. So overall, rather extravagant in production, used 10 minutes when 1 would
do . It was at best unclear as to the message as to what should be done and on what scale in the UK.
I finally believe things are changing. The new Diplomas, with their 'applied learning' are a good
beginning but we NEED parity for blue collar and white collar status. I work in Environmental and
Land Based Studies, The Diploma is the first chance to teach this vital subject area since the demise of
rural studies in the early eighties. Food Security will become a major, if not the major issue over coming
years, the Diploma might prove too little too late, but it might also prove this governments greatest
legacy. The best of talent will be needed to balance conservation, leisure and sport,green space and
production land use. Watford Community Garden
Maria Montessori came up with the solution a hundred years ago: children teach themselves if they're
fired with the enthusiasm to learn. So why is it that the Montessori approach to education, which does
work, is routinely sidelined in favour of a state-imposed, restrictive, uninspiring, one model fits all
system of education that plainly doesn't? A significant start to reforming education would be to state
fund Montessori schools so parents can have the option to choose this internationally celebrated
approach to education for their children. Then we'll see those children realising all their varied and
immense potential with a hunger to learn.
Kerry Taylor
London
lawrence
Alexander
Scottish Borders
John Pearce
Manchester
We absolutely have to stop this dreadful compensation culture that we've adopted from the U.S,
creeping further in to schools and giving pupils too much power over teachers in terms of physical
contact. How teachers can effectively teach knowing that if something were to flare up in the classroom,
any physical contact could result in a "I'll sue you!" and the possible suspension of the powerless
teacher is disgusting and outrageous. We must protect teachers from this. I truly believe that History and
Politics should be addressed properly. After watching the some of the programmes about race recently,
and in light of the appearance of that horrible man on Question Time, it's clear that not enough is taught
in schools about British imperial history and why people from other cultures have come to live here. I
think this is imperative and would hopefully/potentially be a good step towards counteracting racism.
Also, learning about Politics and the UN would be very important as these things effect us all, everyday.
For those children that aren't educated outside of the classroom, I think these subjects would be very
useful but alas, I feel the propaganda machine wouldn't allow it. The government can't encourage free
thinking can it? It wouldn't want lots of radicals emerging from state schools. What would Thatcher
say?
I have watched the film agree with most of the key precepts. I would urge colleagues to become familiar
with the new Scottish Curriculum for Excellence which offers us all the opportunity to develop and
deliver a coherent and relevant education system from 3-18 fit for the 21st century.
The nexus of our antiquated but powerfully persistent education system lies in the triumvirate of our
concepts of ‘teaching’, ‘curriculum’, and ‘organisation’. None of these was seriously questioned in the
film and only occasionally by implication. But they are mutually supportive of each other and constitute
the selfish gene of a conceptual system that has been with us long before the 19th century. Many
reforms over the last hundred years have tackled one or perhaps two of the triumvirate but unless all
three are reformed then the beast is perfectly capable of reasserting itself when the energies of
innovators fade a little. Our taken for granted concept of ‘teaching’ as passing on knowledge,
enthusiasm, values etc is grossly inefficient for contemporary requirements. But it is a necessary
corollary for a curriculum that is preconceived by authorities far removed from the context, interests and
needs of children and their communities. Given this unappealing menu, which requires pupil passivity
to achieve its low-level expectations, schools have always been organised on the assumption that pupils
are unwilling attendees; that children have to be enticed or coerced into to learning what is ‘good for
them’. None of these three concepts is appropriate nor necessary for an excellent and high achieving
education system that could satisfy many of the aspirations expressed in the film. Each of them
contradicts what we know about how children learn, what children aspire to become, and how effective
and efficient organisations draw upon their members to sustain their energy and goals. This knowledge
is readily available and, like the heavier than air machine, once demonstrated can never be falsified.
John Pearce. www.optimum-education.freeserve.co-uk/
John Pearce
Manchester
Martin King
London
Brenda Mooney
Neston, Cheshire
The nexus of our antiquated but powerfully persistent education system lies in the triumvirate of our
concepts of ‘teaching’, ‘curriculum’, and ‘organisation’. None of these was seriously questioned in the
film and only occasionally by implication. But they are mutually supportive of each other and constitute
the selfish gene of a conceptual system that has been with us long before the 19th century. Many
reforms over the last hundred years have tackled one or perhaps two of the triumvirate but unless all
three are reformed then the beast is perfectly capable of reasserting itself when the energies of
innovators fade a little. Our taken for granted concept of ‘teaching’ as passing on knowledge,
enthusiasm, values etc is grossly inefficient for contemporary requirements. But it is a necessary
corollary for a curriculum that is preconceived by authorities far removed from the context, interests and
needs of children and their communities. Given this unappealing menu, which requires pupil passivity
to achieve its low-level expectations, schools have always been organised on the assumption that pupils
are unwilling attendees; that children have to be enticed or coerced into to learning what is ‘good for
them’. None of these three concepts is appropriate nor necessary for an excellent and high achieving
education system that could satisfy many of the aspirations expressed in the film. Each of them
contradicts what we know about how children learn, what children aspire to become, and how effective
and efficient organisations draw upon their members to sustain their energy and goals. This knowledge
is readily available and, like the heavier than air machine, once demonstrated can never be falsified.
John Pearce. www.optimum-education.freeserve.co-uk/
I have three proposals 1. Use far smaller units - building blocks. Rather than 1 year integrated courses
allow learners to select far smaller elements to allow mixing and matching at different levels and
between "subjects" 2, Separate learning from testing - in the same way we do driving cars. A crucial
aspect in much of this is technology. The current timetable model of education constrains education with flexible delivery by technology we can learn what we want when we want.
I work as a School Improvement Officer...I HATE meetings, I HATE being 'talked at' for hours, I
HATE having to sit still. So in all good conscience how can I endorse a system that insists on this
compliance? I can't and I won't. I am working on a new project in getting kids up and out accessing the
curriculum via IPhones and other mobile technologies, children can sit and listen, they can move around
and 'podcast' they can take pictures and digitally doodle...it's a start....
corneilius
crowley
London
The crucial outcome of learning about the world, for all children, must be a healthy self-esteem, upon
which all worthwhile learning is naturally based, from which it is best motivated and which serves as
the deepest driver of healthy curiosity. Education should be about relationships, and not about power.
Education should be designed by parents, children, communities for parents, children and communities.
Education should express the adult worlds fundamental trust of children, and a fear that without
intervention, children would become 'wild'.... Education should serve the wider communities best
interests : providing a bedrock of sustainability, empathy, problem solving, autonomy and creativity in
facing life's problems. The ways in which an Education culture rather than a SYSTEM could be built
anew are known, All that is missing is the will power. Kindest regards Corneilius
Michael Howells
Croydon
Michael Howells
Croydon
No boy or girl would be allowed to move to the next stage until they are ready. They will impede
progress in the secondary school stream. Let's put a stop to educational child abuse.
A change in the English law etc. to ensure ALL school-leavers can READ, WRITE and CALCULATE
to a basic employer standard. Those school-leavers who disagree will do UNPAID community service
on a tough love basis until a change in attitude is achieved. Anything less than that is educational child
abuse.
Helen
Cmabridge
The education system as it stands is bending under immense pressure and close to breaking point. More
and more govenment initiatives are poured in to 'improve' standards while the humans at the heart of it
and their real needs are forgotten in the ticking boxes exercises that all schools are compelled to partake
in, The time for change is nigh. Current curricula and target setting is leading to a generation of nonthinkers, unable to act independently and frankly without inspiration to. When will we start to put
teaching and learning back in the classroom and away from board room directives. Teachers need
recruiting and training appropriately, providing the standards, passion and inspiration for themselves,
not having it imposed on them from above. Students should be inspired, taught how to achieve to the
best of their potential and given the skills to equip them fr a rapidly challenging world. Please start
listening.
John Beach
Welling
This was an inspiring film but why all the concentration on secondary education? the primary sector is
where all the groundwork is done. What is being suggested for the secondary sector in the film is what
was, to a certain extent, happening in primary schools post Plowden. Greater emphasis was being placed
on nurturing individual talents while at the same time ensuring that children were taught the literacy and
numeracy skills needed to operate in our society. This all came to an end thanks partly to Jim Callaghan
but mainly to Margaret Thatcher. Politicians equate schooling with education and they are not the same.
They appear to think that everything can be reduced to a few tests. This has crippled the education
system and the development of our children. The English education system needs a complete overhaul
to become fit for purpose for the 21st. century. It needs a government that is radical and brave but
looking at all the main political parties this is never likely to happen. This means that we are condemned
to turn out many more disaffected children and waste the great reservoirs of talent that they represent.
Dave Gibbs
Sheffield
It's about time that teachers and schools really engaged with scientifically proven ways of improving
brain power, rather than regurgitating the same content they were forced to sit through at school. While
there will always be a need for students to demonstrate they have the capacity to take in and synthesise
agreed bodies of knowledge through delivery and testing, this should not be the main role of the
educational system. A fresh look at how curricula are constructed, delivered and assessed is needed - it
is crucial that new technologies and scientific understanding are utilised to develop critical thinking
processes that last forever, not just content that is spat out for a test. It worries me that there may be a
shift towards 'learning about what's already in a child's brain' - this over-liberalisation ignores the fact
that children are developing... while they are not empty pots into which we pour knowledge, they are
thinkling beings who aren't born with the automatic ability to use their brains to their greatest potential.
if they were, there'd be no need for neuroscience, educational research or, even, teachers.
Charles R
Newcastle
MD
Bingham
1. Pupils must have respect for the authority of Teachers. Any unruly behavior in the classroom should
be dealt with strictly so that it does not interfere with learning. Bad behavior in Schools is not
sufficiently dealt with. 2. The Government should stop trying to pretend that all children are exactly the
same. Although there are benefits to learning that are associated with keeping those of differing abilities
in the same class, for the majority of the time children should be taught at the level that is best for them.
At the moment, children of varying abilities are thrown together; the best are not stretched and therefore
do not reach their full potential, the weaker children become bored and disruptive. The specific talents
of each child should be recognised at an early age so that they can be nurtured alongside other, similar
pupils. 3. The Government should cease to actively use the University entrance system to influence
social mobility. It is claimed that those who are able are not getting into University because the School
at which they took their qualifications was sub-standard and therefore a two-tier system is being created
for the less qualified students (who I sympathise with, as they are being neglected by a poorly run
education system), it makes sense to solve this problem at the source by improving schools and not
making the system biased against hard-working and intelligent young students who have met the higher
requirements. Entrance to higher-education should be available to all if the wish to do so regardless of
their background. The system should be made fairer and clearer so that if you meet a University's
entrance requirements it is almost certain that you will be offered a place (as opposed to the complete
lottery that we have in the UK at the moment), this will require significant investment in highereducation to increase capacity and this is something that the Labour Government has completely
neglected. 4. The Government should relax its control over the curriculum in Schools. The use of the
education and examinations system to cure the ills of society does not work and wastes the time of
teachers. Domestic violence, sex, drugs, binge-drinking and global warming, the government thinks that
it can cure these social problems by ramming rubbish about them into children. It is right that children
should be taught about them, but to the extent that they are now. Teachers are professionals who know
what is best for their group of pupils, not somebody in Westminster.
Vital for our future economic success, but being manipulated synically by schools to hike CVA values
for OFSTED. Whilst this is not addressed only 2 things will happen. 1. Applied learning will be
devalued as it is seen and is being manipulated as an easier route to exam success 2. It will exacerbate
the "Academic" "Applied / Vocational" divide - that so many of us strive to break down.
david ramsay
matlock
My view that the UK (and worldwide) education needs radical overhauling stems from a combination of
personal experience and the work of Ken Robinson which opened my eyes. My youngest son did badly
at school because he is not "academic" by the narrow definition we have today. He was made to feel
stupid. He left school prior to 6th form and went to a college to study art and design. He passed with
distinction across the board. He is now studying film and TV production at university. He is creative.
The system, is left to its own devices, would have branded him a "low performer" and his self esteem which did suffer - would have remained low. David Derbyshire
Naila Arif
Bradford
There are different ways of showing intelligence. Exams are not the only way to show how smart you
are but our education system does not see this. For the economy to progress, the education system has to
stop spoon feeding the students. The students need to question what is happening around them from an
early stage for this economy to progress. This is because education is about the economy. BASICALLY
WE NEED AN EDUCATION SYSTEM WHICH WILL DEVELOP THE CHILDREN'S CRITICAL
THINKING.
Adrian Jones
West Midlands
Many teachers, parents and employers agree that children are not being prepared to recognise and
develop their employability skills. The proposition that young people should be able to articulate their
skills and talent is difficult to achieve when the employers and teacher themselves have difficulty
articulating what those skills actually look like. More CPD is the answer. The issue is funding and no
representation of skills in the league tables. Adrian Jones Life Beyond School
andrea barr
Lincoln
My suggestion is to show children/adults how to be responsible for their own health i.e. look at what
being in the sympathetic nervous system mode does to the body and educate children and parents how
to stay in the "rest and digest mode as against being in "fight or flight"...breathing, questioning own
thoughts by sifting out what is true and what is untrue......"he doesn't like me, I will be nasty to him" ...is
this true, where did this thought come from...are you reacting to a thought that isn't true. If it is true,
thats reality and we can always communicate/rethink this.
Sandie
x
Free nursery places for 2 year olds. More emphasis on play based activities until 7 years. Teen options,
more practical options for children who are not so academic. Less testing, less exams, more fun. Sandie
Charline Evans
Pontypridd
Having been a teacher dissalusioned with the education system, in 2008/9 I took off with a back pack
and video camera to look at schools around the world. My journey can be seen at
www.aroundtheworldin80schools.com and my blog read at www.charlinescyberworld.co.uk your film
was interesting and moving and covers many issues that face global education
Shawn Skellon
Weston-superMare
The most success I have had in the past 5 years of teaching has come when I have given over power in
the classroom to my students. You obviously dont do this straight off but through teaching them how to:
* create schemes of work * understand how learning objectives are created and why they are important
* understand how we can be challenged via the learning objective and how to evaluate that challenge
and know how it felt You can create an environment in which students become ready to take control of
their learning and become responsible for what goes on both in and out of the classroom. The results are
amazing. I have done this with groups of all ability, mixed ability and from years 7-11 and with similar
outcomes. For all those grade driven they hit their target levels and some always beat them. The more
important thing though is that they have LEARNT HOW TO LEARN!!!! Students that I have taught
this way have come back from other lessons saying how they have been able to use skills learnt in with
me elsewhere. Take a risk...take your hands off the wheel - the rides quite exciting!!
Thea Bredie
Horsham
How wonderful to have this documentary challenge thinking and create debate! Education starts before
birth and, in an ideal world, never stops. Out with pre-set and tightly controlled uniform curricula that
require too many highly paid bureaucrats to measure and control. In with access to information about
the whole wide world as created by the Montessori-educated founders of Google. Then learners can
choose according to their interests and be guided by their teachers. If children learn to make sensible
choices in a loving and caring learning community, which every Early Years (and later years) setting
should strive to be, they will be able to say NO to those things that will harm them and continue to make
good choices after their early education. They will also say YES to the challenge of creating a better
world, ongoingly. No, Montessori is not the be-all and end-all, nor is it the only answer, but it has
proven its quality results for more than a century. I am greatly encouraged by the achievements of
Gorton Mount primary school in Manchester, the first state primary to 'go Montessori' recently.
"Spotlight the good and the good will grow" (Dr. Maria Montessori) Thea Bredie Anne Frank
Montessori Limited & Casa dei Bambini
Ayse
London
My son is 4 years old and he is already expected to learn how to read and write. He's a free spirit who
learns by playing and having fun. The education system is just killing his free spirit. He already hates
school and every day and every night he begs me not to send him to school. The education system is a
joke it should be scrapped off and the whole thing has to be thought about again. It's just not working.
Amanda
McCarthy
Crowborough
E.Sussex
My son is a funny, quick witted, artistically gifted and more spatially aware than any one else I know,
13 year old. Up to the age of 9 he was made to feel stupid and inadequate by a school system that only
celebrated academia. THIS NEEDS TO CHANGE. Dyslexia is my sons gift - and should be recognized
as such. When he turned 9 he completed the Davies technique first learning programme. He realized
that he was clever and creative and that it was o.k. to be Dyslexic. His confidence grew enormously.
Now he is starting to think of a future where its great to be Dyslexic. Product Design here he comes!!
Dragana Boljesic
Karlovac
I teach English at a vocational school in Karlovac, Croatia. I witness every day the wrongs of the system
that we are all trapped in. New kids need new teaching and different skills. Yet, we keep imprinting
facts on their so diverse and beautiful minds. Will we ever learn that it is time to change all that and
give them a chance to rediscover the beauty and the wonder of true learning? I hope that time has come.
Dragana Boljesic Knezevic Karlovac Croatia
Maliza
London
Rich Davies
Worcester
The education system seems to be too much about passing exams and not enough about learning life
skills. We leave school unprepared for the real world.
We know from our own experiences how influential teachers can be to our development both
academically and personally. More support needs to be given to teachers at an early stage to support this
responsibility. As indicated in the video, teachers must have the ability to teach the core and the
capacity to be flexible and innovative to support the customisation needed to meet the needs of each
child. The video talks about the characteristics our children will need in the future, resilience with a
broader ranges of skills etc. For us to achieve this, I totally agree with the need to change our approach
to education but its not just structural we need to support our teachers through development, adding
more skills to their portfolio consistently to meet this challenge as well as take more responsibility as
parents.
Ed
whymandesign
london
This is one example of ways to create education leisure activities.
Ed
whymandesign
london
http://www.playgroundgames.org/ production that entertains and educates on a LIVE project. Can we
work with you? This is one way to get people to work on a LIVE project. More details on the site.
Alma
Fotheringhame
Kirkwall
It is my inherent belief that that all children should be educated at home. That way all children will
attain the level that we know they are capable of, as there will not be the "I'm better than you are"
syndrome that is in all schools, and other children making some children feel that they are useless,
which is also happening today in our schools. I have witnessed this myself, the child was in tears and
said that they were usless as they ciouldn't do some of the work the school gave them. Let the
government help pay for individual tutoring at home, and they would save a fortune on keeping schools
up to standard. Alma Orkney
Richard Gould
Cambridge
The film provides an accurate insight into what is wrong with the UK education system. For too many
young people it is uninspiring, lacks challenge and fails to generate creativity and passion. My
organisation, Villiers Park Educational Trust interviews a thousand or more post-16 students a year to
arrive at this view. The structure of the school day, the nature of the examination system and the
obsession with league tables are some of the key barriers to success. Our recommendations would
include having longer sessions for each subject to allow students to get into the 'flow' and to make it
impossible for those teachers who talk at their students. Get rid of modular exams and encourage all
students to embark on an extended project. Retain a degree of monitoring but not to the extent that it
stifles risk taking by teachers. Richard Gould, Director, Villiers Park Educational Trust
David Gribble
South Brent
The title of the film suggests that it is going to be about young people. To my surprise I found that most
of the time we were watching people who were no longer young telling us how the young should be
organised, introduced to the world of work, taught to be creative (!) and motivated to qualify themselves
for jobs that will only be available to a few of them. This shows a tragic lack of respect for the young
people themselves. All over the world there are schools and other places of education where children
and young people are trusted to govern their own communities and direct their own learning Summerhill and Sands in this country, the Lycée Autogéré in Paris, the School for Self-determnation in
Moscow, Tamariki in New Zealand and Tokyo Shure to name but a few. Such places really succeed.
Once children feel themselves to be honestly respected any other necessary changes follow
automatically.
Jordan
Jordan
Tufail
London
London
London
Olamide
London
It’s better to have more than one option of what you can do
If you have a wide range of skills its better for you in the long run
Everyone is different and has been brought up differently. Then we’re all mixed at school with different
levels of intelligent - but you can’t look down on people for learning differently
You can learn by reading but if you can teach someone else that’s how you know that you’ve really
learnt something - by passing on your knowledge
Olamide
London
Ruth
Leon
Lauren
London
London
London
Brittany
Millie
Bethan
London
London
London
Elise
London
Daisy
London
Joe
London
Sophie
London
Molly
London
Jodon
Darryl
Darryl
Janai
London
London
London
London
Rebekah
London
Catherine
Vivienne
London
London
We all need education and without it we wouldn’t be able to do anything. Peer to peer education can
really work - passing on knowledge to those who haven’t been through it
I think children should have more say and more free things.
I think students should be given a clearer definition of the different types of courses available.
Too much pressure on exam results and not on actual learning. Maybe more smaller tests throughout the
year?
More trips outside of school
I believe R.E. could be made more exciting through out of school trips.
Make chemistry easier by showing its relevance later on in life. Also, it would be great to have some
more trips that let you experience new things.
No more pointless homework as pupils find less time for coursework. Also, instead of one big exam,
have small ones at the end of term.
In maths, show us how we can apply maths to general life. More study places for us to sit and talk and
revise. better information on what each subject can lead to.
Make lessons more engaging and relate it to everyday life. More independance when it comes to
learning like less focus on exams and more on coursework.
More specific subjects, more time in specific subjects that you want to learn and give out more time and
availability to the subjects given.
Make lessons more relevant to carrier. More fun - not on paper and not just sit there. Allow the course
options to be personalised to avoid doing options that won't help my future.
Higher entry requirements for PGCEs
I believe better teacher training could fix a few relationship issues in the classroom.
More practical lessons or hands-on lessons would make things much more exciting.
Overally, I think what we learn is good. However, I think young people need to explore the world a
little more (e.g. going on trips to more interesting places!).
I think we should have more courses for CICSE such as photography and media studies. Also, more
trips to actual workplaces, e.g. a lab, to get more experience there.
#NAME?
The way things are taught could be changed (eg. more interaction and less copying into workbooks).
Students should have a choice in what subjects they would like to study. R.E. is not relevant to me, so I
should not need to do it in place of a more beneficial subject.
Troy
Interactive
learning
I think there should be a stronger emphasis on practical skills learning in the classroom, including trips
outside the classroom. On another note, I think more advice should be given on careers.
Oliver
London
I think there should be more practical lessons in science construction to make kids enjoy lessons more.
Imran
London
William
Jack
London
London
Joanna
London
I think you should get to choose the clases you rate so that you can learn subjects that are aligned with
your interests.
We would like more Trips and I would like more support in the classroom.
If there was one thing I could change it would be to make the lessons more interactive to increase
interest and learning.
I think that there should be more choice allowed when choosing subjects and not all of them should be
compulsory (specially when they are not going to be used ever again). Rules shouldn't be so strict about
silly things like nose studs and getting sent home for it and then they compain about our attendance.
Jodie
London
Lauren
Kirsten
London
London
Richard
london
Mimi
london
Daryl
London
Billy
London
Bisola
London
Connor
Sadie
Elliott
London
London
London
I think there should be more subject options and freedom to choose them. I shouldn't be forced to attend
mass if I don't want to.
Lessons should be more creative as they are getting boring!
I believe there should be more opportunities to go on fun educational trips. Classroom lessons could
also be more interactive to generate interest and fun learning.
Why do school teachers make you angry when you're already angry? Help the teachers who can't teach.
I believe that schools should improve on the way in which schools teach specific subjects making them
more boring than they already are :-(
There should be a broader range of languages that can be learned. Science should be more hands on
(e.g. more experiements and practicals in science).
In year 11, pupils should get the chance to choose more options, ie. 5 options, and languages should not
be required. Sciences should be more hands on, e.g. more practicals.
Things that should change - Immature. - The method of teaching. - Learning environment. - More
relevant.
More fun. Less textbook work. More interactive work.
I think that science lessons should become more practical.
I would like more interaction in the classroom (core curriculum).
Emma
London
There is a bit too much exam pressure. Need more interactive lessons. Larger variety of subjects in PE.
Hannah
London
Kirsty
Preet
London
London
Aasha
London
Jessica
London
Need more creative lessons such as art and photography. Experiments in science and active learning,
not textbooks.
I think that some lessons in school should be made more interactive and fun.
I would like to say to the next Prime Minister: In maths we learn lots of rubbish stuff that will not help
most people in life.
More practical skills learning and practical lessons, more effort put in from teachers side in terms of
interaction with class.
I would like to say that science lessons have to be more interactive and fun. Why do we have to learn
science when it is all rubbish! I think that science should be for people that want to learn it!
Sam
Craig
James
London
London
London
Paul
London
Ashton
Emma
Lydia
Jessica
Josh
Jaydee
Claure
Alexa
London
London
London
London
London
London
London
London
Tina
|Amy
Jessica
London
London
London
I enjoy learning outdoor and off site with more practical opportunities.
I want to get out of school and learn more out in the open.
I believe the education system could be improved by allowing more opportunities to learn outside the
classroom and also to allow more GCSE choices and spaces for them.
I believe it would be extremely beneficial to go on trips to places which relate to the subject, so that we
can see how it is.
More options for GCSEs such as electronics.
I would like to have more interactive lessons and go on more trips.
In citizenship, I would like to do more debation and discussing of current affairs.
Less copying out. More practical work.
I want maths to stop being boaring and be more practical.
I wish science was more interactive and practical, rather than just copying out of books.
I think they should do more physical activities in lessons.
More range of learning. More work experience (compulsory). Teachers to help in certain subject.
I would like to see more creative subject options for example dance and drama.
More time for revision - less coursework.
More things outside of school! Less strict uniform policies = we are at school to work!! Revision
lessons would beneficial.
Madelaine
London
You should be able to choose your own subjects and not have to do compulsory subjects that aren't
relevant to your career. I would like to see more creative subjects like photography introduced.
Mary
London
I would like to see more choice in your subjects at an earlier stage in school so you're not wasting time
with subjects that won't contribute to your ambitions. I would also like more creative lessons.
Alex
London
I would like to go on more school trips as it would make learning easier and more memorable.
Jordan
London
Ellie
London
Samuel
Ellie
Yanaisha
London
London
London
I would liek to see more options for GCSE. I would like to go out more because learning dows not have
to be in a school all the time.
I would like to see more options for GCSEs like Law, Economics and other more practical subjects.
Also, we need to DO things to learn, not just listen. Maths should be more fun.
I would want teachers to have more money so more teachers come to school.
No homework in year 11. More combined courses - should be allowed to do what we want.
Homework in year 11 should be abolished and more time should be made for revision at school.
Thomas
London
Oyedola
London
Gogulan
London
Abdulrahman
London
Keelan
Max
London
London
Need to improve on the lack of school trips e.g. day trips to museums and school activity days. Probably
due to health and safety regulations that need to be relaxed!
There should be more trips in every subject in which you get to learn more about the subject. less focus
on pointless subjects - citizenship.
Stop compulsory GCSE R.E. and less restrictions on science practicals. I want to make rockets in
chemistry.
We need to embrace grammar schools, much needed funding would be very useful for making that
system run more smoothly.
More trips / better trips. Greater range of subjects on Curriculum.
I believe we should have no homework, less exams and more freedom to go to shops during school.
Rob
Jordan
London
London
Less homework, more free lessons, less exams, more study leave
Less exams lower down the school, and more general freedom (e.g. learning @ lunch).
Ally
Essex
Dan
Gareth
London
London
Mason
London
George
Owen
Kin
Carley
Jamieleigh
London
London
London
London
London
Rodney
Duran
London
London
The continual pressure that children and young people are under, to perform in an academic arena, is
alarming. From a very early age, (and in some cases much too early for formal education), they are
tested and assessed, purely on their ability to make the league tables, for the countries schools, look
good. Any children that are not academically inclined, are sidelined or ignored at the expense of the
'brighter' child (or at least this has been our experience). For years we have watched our child struggling
in a world that measures only academic ability with no recognition of any other talent or ability at all,
not to mention the fact that each child is an individual. How can this produce a balanced, bright, diverse,
and interested population when individuals are made to feel, inadequate, ineffective, under valued and
superfluous. We need to explore all areas of a child's ability to draw out the strengths from that
individual and it is only too obvious that the current education system is failing too many children too
often. It is no wonder that there is a sizeable group in the current young generation who feel completely
disenfranchised and isolated. We, as a family decided, to move overseas, and one of the main reasons
for doing this was to improve the level and quality of education for our two children. We have found
that different countries teach in very different ways, and although we are in an International School, it
has a local flavour and is Bilingual, so our children are immediately learning another language from
another perspective in Europe. As a result we have two positive, 'can do' children growing up as
individuals who are able to communicate their ideas and be appreciated and listened too. There is so
much to say about the current system in the UK, but the biggest disappointment for me, and I think the
most distressing point we faced in our dealings with the system was the fact that the only remit for
schools is to get children through the process by whatever means, without ever considering that fact that
education should be an enjoyable and happy time, which for many it clearly isn't.
Introduce BTEC at an ealier age and provide more GCSE options.
I would love to be able to go on more school trips, have more access to careers advice and more
revision time.
I think we need either less exams, more time to study for them, or more frequent, smaller exams.
Regular teacher changes incase you are stuck with a poor teacher for years.
I believe we should be able to work in our own groups.
I think it would be beneficial to have more practicaland out of school activities.
More experiments in science, more sports facilities, more trips.
I think we should be doing more practical learning like more experiments and less of the copying out of
books. More school trips would be nice.
More hands on learning and enthusiastic teachers.
We need more practical work in science lessons and more trips to more places.
Liam
London
Jake
Danny
Mohommad
Charles
Luke
Tom
Max
Tatenda
Max
Barrett
London
London
London
London
London
London
London
London
London
London
Sit
Yasmin
Beatrice
London
London
London
Jessica Peacock
London
I think that more kids should be able to have a chance to experience vocational work and the
government should fund this.
More drama and acting lessons.
I think there should be more sporting facilities available to students (eg. swimming pool).
I would like to see more up-to-date educational videos.
Longer Break, More Videos, More P.E.
I would love to see more fun and games in lessons. More interaction will create interest.
I believe we need more outside the classroom lessons.
More educational videos.
I would like to see more photography lessons and trips to London. Yonger teachers too.
Better teacher training. Pay them more so there are better teachers.
I want some more biology, science and astronomy in college. I like the system - they teach well like
they don't shout if you don't understand.
I want to have more activities for outside.
Better teacher training, lockers, better equipment.
Better teaching - interacting more with the class rather than just putting the work on the board. Too
much coursework and too little time.
more learning outside the classroom - trips, interesting, motivating work.
Nicolle
London
Find ways to make subjects more fun such as science you should be able to make your own chemicals.
Ellen
London
Jordan
Alice
London
London
More school trips, better or no uniforms, improve on teaching techniques, more interactive lessons and
incorporate pupils say into lesson plans.
Wider choice of options like fashion textiles.
It would be good if the teachers were a little more outgoing and make lessons more fun for the students.
Khalid
Christopher
Kotsie
London
London
London
I think we should have more life lessons to prepare us to working life.
Increase courses of which are more vocational.
More options for GCSEs and A-levels. No misguided decisions about the schools facilities. Learning
useful things, not things we won't need.
leah
scunthorpe
I think exams and such likes are sprung upon teenagers to a very high degree, and I feel that schools are
rushing us so much that we can't keep up. We should also have our say in our options, not be told what
we can and cannot do, if someone wants to keep an open mind, they should be able to take which
options they want, and, if willing, stay behind after school to make that happen and to pt the extra work
into it.
stephanie
Brighton
Cut out single sex schools - how can an place of education teach people about life so wrongly? Increase
the focus on creativity in primary schools particularly and also in secondary schools. raise the schooling
age from the intended 5 to 7 - and have play based learning until this point. Take the education system
out of the political parties hands - should be government funded but not controlled. and many other
changes to increase the care of pupils so that this diminishes the continuous blame on just parents. and
so on...
Kershia Eadey
Milton Keynes
Fathiya
Suleyman
Lauren Ward
Milton Keynes
Laura Brown
Milton Keynes
Practical topics will give students a break from academic subjects. However, subjects like maths,
english and science are more useful
Because there's not many places for students to study after year 11, I'd like to see more sixth forms open
so that people have more opportunities in the future
I think vocational options help students' futures. Lots of people are not academic, so this would give
them a chance to do well at school and learn useful skills
Practical individual learning is better than traditional learning because I learn better when I have to
work alone and research for myself. I find I learn better when I have to find out the information rather
than being told everything. It's also more fun.
Rosey Mutasa
Milton Keynes
Jade Kavarana
Milton Keynes
Giopana
Milton Keynes
Leanne Christian
Milton Keynes
Lorenzo Smith
Milton Keynes
Alarna Ford
Milton Keynes
Milton Keynes
I think there should be more vocational courses offered to students located at their schools as this will
allow students not only to do the vocational courses but any courses alongside
I believe that vocational courses are brilliant as they let students get into their work. Especially art and
design courses - we need more courses like this
I believe that if you give more possibility to the kids to speak out their view this will help you get more
understanding of what they want
More practical lessons - they are a lot more enjoyable and easier to learn from than the traditional
classroom ways
I think it is a lot better if I get all coursework because it would be easier and faster to get it all over and
done with and I could make changes to make it better so I would get more marks for it
I would like to see a BSL course and more music courses
Arthur Coveney
Milton Keynes
Buthaina Ramsay
Milton Keynes
Lewis Maguire
Milton Keynes
Rita
Emma Rose
Milton Keynes
Milton Keynes
Nadine Godfrey
Milton Keynes
Tom Reynolds
Stefan Murawski
Milton Keynes
Milton Keynes
Martine Bolton
Southampton
As I did a vocational course and a traditional course in science at GCSE level I found the BTEC more
fun and interactive. I also got a higher grade so more of the knowledge went in
I'm very disappointed to hear that there aren't any opportunities to study more vocational courses at 6th
form (eg beauty) because I'd like to study that course in a 6th form environment
I believe that learning by doing is a great way of learning for young people. It's more fun for pupils
I think it would be better to have more practical lessons
Vocational topics open doors for the future of students. About half of students go on to direct jobs, so
by learning practical skills at school, it will give them a head start
I feel practical and vocational subjects would be brilliant for those that don't want to go into the more
traditional subjects. I think it will encourage more people to go into higher education
We definitely need more courses which give pupils relevant skills for the workplace
I would like the option of studying vocational courses alongside the more traditional subjects to make
my education better to prepare me for work
Schools need to prepare children for life, teaching skills such as effective thinking. As I observe people
in life, it seems that many don't have the ability to think positively and constructively. Nothing happens
without first there being a thought, and the quality of our thought determines the quality of our life,
including our health, relationships, how successful we are etc. Thought is highly creative and the precurser to everything, so if we want to create a better world for our children, we need to start by changing
our thinking in the positive/constructive, and teaching our children to do the same. Human beings are
limited only by our beliefs about what is humanly possible. We are beings of incredible intelligence that
can accomplish the most amazing things - all of us - even (and maybe even especially) those who are
falling behind and being written off in our schools because they are 'non-standard' in learning style. It is
desperately sad that our 'non-standard' children are developing low self-esteem, because they fail to
flourish in the current education system. No-one is honouring their differences, or telling them they are
amazing and unlimited. They are left to flounder, feeling bad about themselves, without adequate
specialist teaching support. Without wanting to be sexist, our schools are predominantly female, which
makes for a massive imbalance. Female brains (and human beings) have some marked learning
differences to their male counterparts, and teaching in ways that suit females does not necessarily suit
males. As a woman working in adult education, I find the balance my male colleagues bring to be
absolutely essential to the mix. Our current education system is failing many of our boys, and we
desparately need more men in teaching. I am disheartened by much of the material my son studies at
school. The focus on the past, on wars, on attack sports and so on makes my heart sink. Whilst I know
we can learn from history, the children don't seem to cover the valuable aspects such as reflecting on the
lessons learned etc. What's the point of filling their heads up with this stuff? How about teaching them
that they create their own world with their thoughts and actions, and that moving forward they can
create a much better world than the one we currently live in? Why aren't we influencing those little
hearts and minds in the positive? For too long humankind has been kept in fear and repressed, not
encouraged to think for ourselves. We have been taught that we should delegate our power to others in
authority, who will make the decisions for us, for our own good. We have been discouraged from using
initiative, from making decisions, and are becoming a race with mush for brains. That needs to change
quickly or we could be doomed! Children have loads of energy. Learning should be experiential. Much
of it should be outdoors, active, hands-on. Education should be about teaching them how to use their
brilliant minds. It should be about showing them their genius - their potential. It should be about
developing their creativity. It should be about teaching them the kind of life skills that they will actually
need when they leave school - the stuff they need to live happy, effective, fully functioning fulfilling
lives. So how can we begin to address the problems, and get our education system back on track? The
only way is through many people getting together and passionately demanding change, having personal
input into those changes and taking an active part in seeing them rolled out. We can shape the education
system into what we want it to be, but it will take people power and forums in which people can get
actively involved. Are we ready to stand up and be counted? Don't our children deserve nothing less?
Considering we are social creatures that are expected to integrate into society, and expect others to do
the same, I think we need to put morality and ethics on the education curriculum urgently. Considering
that we teach learners the skills they need for the vocation that they want to do, history, arts, cooking
and other life skills, the ability to empathise with others and offer help to those that need it should really
be taught too to help shape the next generation into fully rounded human beings, reduce the crime rate
and strengthen us a nation.
Pete King
Sheffield
Jon Mayo
Sutton
Gavin Taylor
Adam Kashani
Milton Keynes
Milton Keynes
Adele Goodvicke
Milton Keynes
I think vocational learning opens peoples' minds about their future
Lea Tuabeneulua
Milton Keynes
Charlotte Arnold
Milton Keynes
It's disappointing that we don't have much education available in 6th form - but I would like to study
beauty in the 6th form environment
Practical learning is more fun
Emma Evans
Milton Keynes
I would like to see a BSL course in here
More subject relevant field trips especially with A-levels. In Science, more experiments and less theory
to learn. I didn't want to have to do ICT at GCSE
I'd like to see more health and care courses
These should be more vocational courses because it is not at all fair to assume that everyone needs the
same type of education by tailoring the education system to the tradional sixth form to university route
Brigita
Milton Keynes
I think I would be better if we could have more practical lessons that would be more interesting to learn
Phillip P
Dennis
Kofi
Milton Keynes
Milton Keynes
Milton Keynes
Hannah
Basirat
Rahimi
Akinbiyi
Milton Keynes
Milton Keynes
Milton Keynes
Milton Keynes
Christopher
McGill
Susannah
Diamond
Milton Keynes
I would like to see more Business Studies
I would like to study anything that will help me in being a Doctor
I would like to work with computers, creating things like animations (adverts) and websites. And I am
interested in Business (running own business)
I think traditional learning is good
I think practical stuff is much more easy to understand
I think practical is good to learn and understand
I think that learning by doing is a better way of learning because it gets you closer to the real world and
you are not restricted with your options and your means of achieving
More funds for things like experiments more and get a better understanding practically of how things
work
There is increasing emphasis in schools about sustainability, but there isn't much follow-through in our
colleges and universities, where the message is simply about creating 'employable' fodder to help keep
the consumer economy going. If we are serious about creating a sustainable future, we need to ensure
that our campuses embody the values we are trying to teach rather than instilling a sense of disillusion
and hypocrisy in students. Institutions currently compete to get good ratings from students and aim
make a profit from them, even if that comes at a high environmental cost. In doing so, we pander to
commercial expediency, and ignore the long-term needs of society for sustainability and well being.
Also whilst creativity and innovation are will be important in achieving sustainability, it is essential that
students understanding is widened beyond the current consumer society through an knowledge of
environmental, historical, and social changes of the last century. The consumer society will need to
rapidly reinvent itself as resource depletion becomes critical, and the folly of continual economic
growth becomes evident. Education should educate individuals to contribute towards society rather than
profiting from the planet. A change of values is required if we value the future in any meaningful way.
Marion Pearse
Abergavenny
Sheffield
The first person who I would reinstate is the school nurse in every school in the country. That person
would be equal to the Headteacher.
Hazel
Reading
Having just watched the film I realise how fortunate I was to attend a school that tried very hard to
develop us as people and find something we were good at. We were taught that academic achievement
was not the ultimate goal, but being well rounded adults able to cope in society. We were encouraged to
develop our creativity, be it through music, drama or art. I was academic, but feel I benefited greatly
from being encouraged to develop in other ways. What saddens me is that as I went to school long
before the national curriculum was brought in, much of what we did would no longer be allowed. Why
is that we seem to be going backwards not forwards? Surely all schools should be aiming at developing
well rounded adults and not be just exam factories.
Danielle
London
RE - educational trips, learn more relevant things in a different way. Need to make lessons more
interesting to get pupils attention. I think in every subject there should be more educational trips and
that teachers should take into account how different pupils learn and that they should try different
approaches on how to teach different subjects.
Demi
London
More things together as a class - perhaps more team work. More opportunities like trips for year 11.
Rosina
London
Revision for year 10's and 11's together with teamwork as a group. Make learning more interactive.
Annabel
London
Joanna
Katie
London
London
Maybe before you start new A level courses that you know nothing about, eg psychology or politics,
have a few lessons at GCSE.
More trips and interactive teachering with whiteboards to bring teaching more to life.
More active learning, eg. trips and exercises which appeal to all learning and kinesthetic learners.
Gaby
London
Shaunna
Obehi
London
London
Natasha
London
Jade Carlisle
Cape
Town/London
I don't think languages should be compulsory and there should eb more options to choose from at
GCSE.
Have more trips in English so we get to see it instead of just reading it.
The thing that would make my education better at college is not making Monday lessons boring.
I think that there should be less compulsory lessons such as R.E. or p.s.h.c.e. I also think that more trips
in lessons should be introduced.
Education needs to be more reflective of students achievements and outcomes based learning. Real life
experience is just as valuable as classroom based learning. Programmes and extra curricular activities
should be used to enhance learning and also inspire young people to work beyond their school time to
achieve excellence.
It’s better to have more than one option of what you can do
Everyone is different and has been brought up differently. Then we’re all mixed at school with different
levels of intelligent - but you can’t look down on people for learning differently
We all need education and without it we wouldn’t be able to do anything. Peer to peer education can
really work - passing on knowledge to those who haven’t been through it
Even in primary school my daughter had to do electric circuits on a computer screen (clicking and
dragging) and not the real hands on stuff with battery, bulb, and wires. And secondary school science is
strictly textbook only. Practical work is not an optional extra - it is the core of understanding and
finding out. Neither is it a second class alternative to theory. They have to go together - and this would
help to break down the 'vocational' vs 'academic' boundaries.
Jordan
Tufail
London
London
Olamide
London
Catherine
Cambridge
Jo Gibson
Carlisle
I and a small group of people have been doing work throughout the public sector over the last 20 years
to try and understand why the systems we have are just not delivering the service that matters to
customer, service users clients etc. Our belief is that it is all linked to the way we think about the
management and design of work. The current style of management and the subsequnet work design is
not sustainable. This has been evidencned in the private sector and will be seen in the public sector if we
do not start thinking differently. The focus on Education should be understanding what matters to young
people in terms of learning and developing skills. From this establish a clear purpose and then design a
system which is flexible enough to meet the wide and varied demands placed upon it. This is called
design against demand. We are all different and we all learn in different ways and we all have different
skills all of which contribute to a healthy well balanced society. Jo
Jo Gibson
carlisle
Surely we have seen enough over the past 10 years to know and understand that Targets do not work.
The flawed belief is that they improve performance. They do not. From the work I have been involved
in all they do is encourage people to either cheat the figures or cheat the system. They would wouldnt
they especially if extrinsic motivators are connected to them. Good book s to read : I want you to Cheat,
Freddom from Command and Control and Sysytems Thinking in the public sector all by John Seddon
under Triarchy press. Also Alfie Kohen : Punishment by Reward Jo
Carrie
Stoke
We need to stop tinkering with the school system and recognise that the fundamental problem does not
lie in the content of the curriculum but in the very existence of a compulsory pre-determined curriculum
and standard attainment goals by which all young people are measured. Until we understand that
worthwhile and truly valuable learning only occurs as a result of intrinsic motivation we will not create
a society where learning is seen as a joy and not a chore. Summerhill is a wonderful example but so are
the thousands of families who allow their children to learn autonomously at home. Autonomously
educated children do not need to learn to 'leave bits of themselves' at the school gates, take SATS or
GCSEs or learn in an institution instead of the real world in order to be successful; they are free to
create their own definition of 'success'.
Ray Dowd
Taunton
IN OECD terms we perform well below many of our global competitors. Could it have anything to do
with the endless changes respective Governments have imposed on our Education System. These in
themselves require energy from the Institutuions and their staff and distract people from the core
purpose of providing high quality Teaching and Learning. A Government which supports continuity
rather than scoring brownie points for its own propaganda machine will get my support.
George C.A.
Talbot
Watford
Schools should beware the demand they enable each child to reach his or her potential so he or she can
work and be happy and successful. Our culture values independence and self interest. But we depend on
each other and nature. This limits what anyone should do and have. Equally important are coping with
sadness and failure. And respect for restraint, concern for others and the common weal depend on
discipline and deterrence! Schools should teach society’s values and help children to know themselves.
And they must be trained to behave well in important situations as they grow and develop. But
education cannot create youths who will save the economic system from itself. This is unfair and
exculpates leaders who defend its unsound fundamentals and adults who demand unsustainable
outcomes.
Ivan Lister
Leeds
If the film was made more accessible you might get more comments. I cannot get hold of a copy.
Ani
Devon
The most frustrating thing about the vocationalisation of the education system is that academic learning
is both sidelined and not taught properly. People can build walls and enjoy Tennyson concurrently.
Liberal Arts subjects need to be taught well from a young age, else we will fall into the trap of just
creating a generation of multroons who may not drop out, but who aren't free to express themselves
properly. The capitalist economy, excessive assessment and agencies like OFSTED hamper learning
and teaching. Careers guidance hampers learning and teaching. We should be learning for learning and
freedom's sake - it is an ends in itself. We should learn about planting and carpentry alongside
philosophy, music, surrealism and creative writing. We should be given the change to develop
emotionally before being gagged and bound by wage slavery.
Christopher
London
Akinbiyi
London
Rahimi
Basirat
Hannan Abdallah
London
London
London
We need more funds for things like experiments and we need to get a better understanding practically of
how things work.
I think that learning by doing is a better way of learning because it gets you closer to the real world and
you are not restricted with your options and your means of achieving.
I think practical is a good way to learn and understand.
I think practical sutff is much easier to understand.
I think traditional learning is good.
Dennis
Phillip
Brigita
London
London
London
I would like to study anything that will help me in being a Doctor.
I would like to see more Business Studies
I think I would be better if we could have more practical lessons that would be more interesting to learn.
Emma
Carlotte
Lea
London
London
London
Adele
Adam
London
London
I would like to see a BSL course incorporated into the curriculum.
Practical learning is more fun.
It's disappointing that we don't have many options available in 6th form because I would love to study
beauty in the 6th form environment.
I think vocational learnings opens peoples' minds about their future.
There should be more vocational courses, because it is not at all fair to assume that everyone needs the
same type of education by tailoring the education system to the traditional 6th form -> university route.
Gavin
Jon
London
London
I would like to see more health and care courses.
More subject relevant field trips especially with A-Levels. With sciences, more experiments and less
theory to learn. Didn't want to ahve to do ICT for GCSE.
Stefan
London
Tom
Nadine
London
London
Emma
London
Rita
London
Lewis
London
Buthaina
London
Alanna
Leanne
London
London
Giovanna
London
Jade
London
Rosey
London
Laura
London
Lauren
London
Fathiya
London
Kershia
London
Victoria
Daryel
London
London
I would like the option of studying vocational courses alongside the more traditional subjects to make
my education better to prepare me for work.
We definitely need more courses which give pupils relevant skills for the workplace.
I feel practical and vocational subjects would be brilliant for those that don't want to go into the more
traditional subjects. i think it will encourage more people to go into higher education.
Vocational topics open doors for the future of students. About half of students go on to direct jobs, so
by learning practical skills at school, it will give them a head-start.
I think it would be better to have more practical lessons. It would be more exciting and more interactive.
I believe that learning by doing is a great way of learning for young people as it's more fun for the
pupils.
I am very disappointed that there aren't any opportunities to study more vocational courses at 6th form
eg beauty because I'd like to study that course in a 6th form environment.
I would like to see a BSL course and more music courses.
More pratical lessons would be a lot more enjoyable and easier to learn from than the traditional
classroom ways.
I believe that if you give more possibility to students to speak out their view this will help to gain a
further understanding of what they want.
I believe that vocational courses are brilliant as they let students get into their work. Especially art and
design courses. We need more courses like these.
I think there should be more vocational courses offered to students located at their schools as this will
allow students to participate in them alongside their other academic courses.
Practical individual learning is better than traditional learning because I learn ebtter when I have to
work alone and research for myself. I find I liearn better when I have to find out the information rather
than being told everything. It's also more interesting.
I think vocational options help students' future. Lots of people are not academic, so this would give
them a chance to do well at school and learn useful skills.
Because there's not many places for students to study in after year eleven, I'd like to see more sixth
forms open, so that people have more opportunities to do so in the future.
Practical topics will give students a break from academic subjects. however, subjects like maths, english
and science are more useful.
I would like to see subjects like Journalism being an option in the curriculum.
I would like to see media based courses such as radio, journalism, writing, etc.
Christelda
Emmalee
owen davis
London
London
stevenage
I'd like to do something with Art and Design or Engineering.
I am a doer.
If we want a true transformation of the education landscape then the model needs to change. As long as
schools are financially rewarded for enlarged 6th forms and are graded as good or bad schools on GCSE
/ A Levels results. Headteachers will always favour the academic pathway over everything else because
its what the entire schooling system is built on. Is it any wonder only lip service is paid to true change in
young peoples education. Young people deserve true choice and options matched to thier individual
needs rather than being put into the academic or non academic box just to keep the academic education
industry churning in this country. Owen Hertfordshire
S Corson
Edinburgh
There is a real need to accept the fact that in today's world the current educational model is simply not
fit for purpose. Why is it so important that English and Maths are the top tier of our education landscape
followed by sciences then way down the bottom all the creative subjects. Last time I looked we needed
innovators who could think out of the box and use multitude of skills. Surely the need to think
practically and creatively whilst using literacy and numeracy and scientific principles is the basis for a
life of learning. Time to change....time to rethink.......time to stop doing the same old thing hoping that
the outcome will change.
david ramsay
matlock
My two sons are living examples of how the education system is out of its time. The eldest (more
"academic" by current definitions) did well at school, went to university and - hated it. He quickly
recognised that, in the university's priorities, students come last and the narrowness of the teaching and
perspective left him wishing he had not bothered. The experience was demoralising not enriching. My
youngest son was not "academic" at school and was therefore relegated (largely by the teachers' attitude
and the emphasis on a narrow definition of what intelligence is) to the "duffers" section of classes. The
school - a highly regarded traditional state school that parents clamber to get their kids into - ranked the
creative arts well down the importance scale. And my son is creative - that is where his talent lies.
Rather than suffer sixth form he went to a local college to take an art and design diploma. He flourished
and graduated with distinction across the board. He is now studying film and TV production at
university and loving it. If he had been allowed to take the opinion and methodology of his school to be
his definition of self worth he would have been branded a "failure" and "low achiever". He has
enormous talent which the school simply was incapable of recognising. As Ken Robinson says, it is a
disgrace the way human talent is wasted on an unimaginable scale. We cannot afford this waste. We
need to use all the human talent we have to tackle the problems of the future and create a balanced,
equal society where everyone can live fulfilling lives. David
James Wilding
Maidenhead
I lead an Independent school of some 1000 pupils, and for over a year now have been trying to
implement a Sixth form apprenticeship programme. Despite the political huff and puff that these are a
good thing, I and the Heinz variety of organisations that help implement such initiatives have learned it
is almost impossible for new providers in education to join the fray. I have lost count of the meetings
and emails I have shared with willing colleagues; Ed Balls has fobbed my off as has his department.
Over Christmas I received permission to make available apprenticeships in Active Learning and
Leisure, commencing last September (as much use as a chocolate teapot) but no permission given to
offering for the future until some time in the future. I'll keep trying, but goodness me, only because I am
so passionate about the need for vocational provision for learners.
Fran
Evesham
Ensure that primary school education is of the highest standard possible. A child still being unable to
read in Year 5 is a disgrace to our education system. Those who have a good basic education, posses a
good base which they can build on, so they are able to fulfil their potential.
Jen
Richmond
Dan
Aylesbury
Politicians need to stop letting large numbers of pupils down by failing to provide for their needs and
aspirations.
When looking at the current education system, the clear fundamental problems lie in the lack of
motivation, advice and opportunity some young people are given within their schools or colleges.
Students need to enjoy going to school and feel that there is some kind of direction in the work that they
do-traditional teaching doesn't completely prepare students for the modern workplace because it relies
on exams and coursework and no practical application. Every school should have a focussed and
motivated education and careers advisor, not one simply sent from connexions who do not go in depth
enough to really benefit a student. Students need to know the benefits of their intentions and also signed
up to do work shadowing, whereby students actually follow someone in work, rather than make the tea.
The first and large hurdle to get over is motivation, encouragement and realisation of opportunitywithout this, nothing else at all will work.
emma
london
In order for change to really benefit students, in order for our children to feel the benefit of reform we
simply need to invest more in ther education and less in flawed government initiatives, management and
administration. It is a simple case of needing smaller schools, smaller class sizes, better and more up-todate resources, more support staff and more teachers (with more time) It is only through investment at
ground level that students will get the individual attention and personal learning that truly suits them
and will enable them to have a successful future. Emma, London
Concerned
Father
Oletha
Wirral
With up to 50% of school cohorts expected to be on FL by 2012 how are schools expected to achieve
without the necessary funding?
Have teachrs follow through on their threats instead of later takng pity, i.e. if they say they won't mark
your coursework after the deadline, your coursework doesnt get marked if you hand it in on time. No
unprecedented deadline extentions, Punishents for not completing homework on time or indeed at all
and stop threatening to send that chatty kid to isolation and JUST DO IT. The sacrifice of the one for
the good of the many. Also, cheaper food.
James Rutter
Colchester
Most people come out of secondary schol education saying "I will never use any of this in real life."
What the morons in power need to do is find a way of generally educating the population while making
it relevant to their future career prospects. This may be difficult as some people still don't know what
they want to do, even when they readch university, but I believe that if education was more job-specific,
then maybe people could make up their mind quicker. Education cannot go on teaching children in
secondary school subjects that are not relevant to future life.
Nicholas
Freeburn
Lisburn
Our education system currently gives the impression that all young people need to be treated equally.
This can be damaging to the prospects of young people. If somebody is very gifted at playing football
they are not made to play at the level of less gifted people. However is the student is
ACADEMICALLY gifted they are held back and at times ignored because the less academically gifted
are given constant special attention. I think that the "high-ups" in the education system need to remove
themselves from the idea that if a student is put in a lower band or class it is unfair. By mixing all
students you are holding back the top range and damaging the opportunities of the bottom range of
students.
Bedford
Hayley Jones
Leeds
Its disappointing that most students only get a 2 week taster of work experience in school. The short
time frame only realy permits a superficial view of a profession and most students don’t get the
opportunity to do anything other than a bit of filing or sweeping up. Work experience can be so much
more valuable and fulfilling and if delivered correctly can have a great deal of impact on the young
learner’s future academic, vocational and personal decisions. Not all students thrive in the traditional
classroom environment and can become despondent with school and learning. Work experience can be
an excellent tool to inspire these students and provide them with a path back into education and
vocational training.
Kate Hurd
Birmingham
Vocational courses are frowned upon by many especially those in schools with a traditional sixth form
attached. It's time that schools, colleges and universities stopped worrying about the numbers and
focused on the students - their needs and their futures. Ensuring that a student chooses the choose the
right course for them would mean better results and a lower drop out rate. When pompous teachers say
"study here and do A-levels it's the best thing" - who is it actually best for? We need to focus on the
students and what is best for them. Kate Birmingham
Bath
To ED BALLS You have had 13 years to get this right. How is it that things have got worse not better?
Please don't make all your usual excuses - and no mantra of what you've 'done (sic) for education in this
country' either! You make every parent in the country really angry - This is merely an election rouse and
you obviously want to steal ideas which you haven't been able to think up in the last 13 years. One has
got to be mad to pay the exorbitant private school fees - parents make HUGE sacrifices to send their
children to these schools - you (the labour party) have given us no option. This must put you in an
enormous dilemma with your children too - having sent them to a state (sic) school with dreadful
results. As ye sow, so shall ye reap...
Susan
Treanor
Deborah
Roberto
London
the biggest probelms i find now in the is learning, teachers now a days seem to think we are in
university or someting! most of the time me and my friends sit in maths pulling our hairs out because
my teacher either ignores us, or doesnt help at all. Many people have come to me saying that the last
time they learnt anything was in primary, so i say make learning fun and the work set should be to the
ability of the student not the teacher. Staying on the same subject, another thing is exams i feel an exam
should be done at the end of each year so that the teacher and student know which areas need to be
improved and so that they get it sorted out now and that it doest pile up so the student has to fend for
themselves, and they get the advice and help they need to become a better learner. from deborah
Mary
Peter
Jack
Wiltshire
Bunn
Smith
uffington
Havant
Stafford
Fair equal division of the curriculum between all subjects.
We have been waiting for enlightened Leadership - begin by watching this movie.
If everybody could sit through this moving and thought provoking film then just maybe things could
gather momentum. Sadly, too much legislation and outdated routines stand in the way of any drastic
improvements that need to take place rapidly. Don't get me wrong, I'm sure it will happen, just not in
my lifetime but hopefully in my son's. Jack Staffordshire
david
dunn
manningtree
Can we agree that vocational training is necessary and a crash course could be implemented at the end
of exams and before schools officially pack up for the summer break , as there is usually a period of up
to 5weeks when exams finish and schools officially finish , this could be a time when outside speakers
are invited , mock interviews with employers and finding all about money from banks fellow students
and bankrupts. and the same goes for social and living skills and what is expected of them in later life.
Role play in as real life situations as possible are best and with real debates about how to solve the
problems. The role of the real world should be in schools and the young should be faced up to situations
by spending some holidays in real situations, such as helping the elderly and work place opportunities.
The young should feel that after leaving school or even higher education that they should have self
confidence in an adult conversation to hold their own and make a valuable contribution, Reading the
papers and political and social discussions should be encouraged and rewarded. Live life to the full
Jacqui
Stewart
Eastbourne
With a history rich with high achievers that had they been measured against the ability to read and write
would have fallen short, how much clearer does the message need to be. Are great ideas achieved
becuase of good grammer? Do children grow happy and constructive by being told they are not good
enough to be a free reader? Ever admired a doctor for his neat handwriting? Great achievement comes
through embracing change and teaching that we have the courage to admit when we make a mistake,
become strong when we learn from them. Jacqui Another Perception Eastbourne
ALISON
WATSON
CLITHEROE
BSF could be an amazing platform for young people if we stopped looking to tick education and
environment boxes and paying lip service to existing initiatives where student consultation is cursory;
we need to create real experiences and give young people the confidence and opportunity to express
themselves regardless of their academic ability. To use a common phrase: KEEP IT REAL!!!!! Alison
Watson, www.classofyourown.com
Danny
Bartlett
London
A question to all three MPs: With every passing general election, MPs try to address the lost generation
of votes which normally consist of the 18 - 25 age range. To inspire a generation, would you support the
Youth Parliament's petition on introducing politics as a GCSE?
Paul
Wilcox
HEREFORD
Susan
Bird
Caerphilly
It's about quality, not about gimmicks. It's about letting the schools get on with teaching, not about
fulfilling the next government target. Three things for you all: 1. Change the school start and leaving
ages from their present to 6 to 18. Children should be able to go to school from the age of 4, but they go
there to interact with other children, to play and have fun. There is learning material about, and to those
that are inquizative, can be taught. But those first two years before formal education are about people
skills - interacting with other children and getting feed back on their actions in the group. GCSEs etc at
17/18 - youngsters will be better prepared. 2. Slippers or soft footware in schools. You never hear of
anyone 'kicking-in' someone while wearing slippers. It slows children down, makes the think were they
are going to put their feet! 3. Paid parent classrom observers. My children, like most, will play their own
parents up. However, in front of other adults, they are the model of good behaviour. While it won't
completely solve the classroom misbehaviour, I believe that having the presence of a local parent in the
classroom could go someway to calming children (as would softly played classical music). No parent
sits in on their own childrens class - Think of the childs embarassement! Vocational training is a good
idea.. but the world is not getting easier and 'practical' jobs are becoming few and far between. Use
schools to teach core subjects that have done us all well in the past and stop with the claptrap of
everyone's going to get something. Good educational standards will ensure that they do! Yours
Sincerely Prof Paul Wilcox
My daughter is in the process of choosing her options and has been told that because she is in the
special needs unit and there are limited resources, she has no choice in what options she can take. I
think equalty of all students regardless of their abilities should be a priority.
Denise
Moules
Poole
As a long-serving Teaching Assistant I have spent countless frustrating hours trying in vain to motivate
young people in learning subjects they have no interest in, no hope of gaining a credible qualification in
and are therefore a complete waste of education. They need practical skills that will equip them for life,
enable them to physically see and be proud of their achievements and give them the drive and ambition
that is sadly lacking in the youth of today. Its too late to wait till year 10! - we need to start to capture
interests and develop skills with 10 to 11 year olds whilst they still have enthusiasm for learning. Denise
Alex
Geddes
Aberdeen
I have worked with many people over the years and found one common theme. Often colleagues who
have a "practical"grasp of a situation can provide a far better solution to a problem than anyone from an
intellectual background. Too much is put on written work as opposed to just dealing with the issue in a
pragmatic way. I personally feel we need to get away from the "certificates" mentality and for rewards
to go to people who come up with sensible practical solutions. Alex Geddes
Peter
Page
Ramsbury
We are already seeing our, once cherished, design and inovative skills disappearing from UK allowing
other parts of the world to take over our vibrant inventive society. A good balance between academic
and practical ability has served us so well and we have been proud of our practical skills. Recently it
seems that people who use their hands in their work, from jewellers to plumbers are regarded as
secondary. In my own field of jewellery design the courses are becoming less practical and as the "Art
College" moved from Polytechnic to University and the qualification became a BA so practical making
became less important
D.
Preece
Newcastle
School is an outmoded and ineffectual way to deliver an education in this day and age. Home education
is the way of the future, and should be encouraged, not penalised. Home educators are primed to do
their best for children. They are uniquely placed to know exactly what helps their children learn and
grow. Try putting some trust in ordinary people, and really encouraging diversity. Far more children
were hurt by school than ever have been hurt by home education. The present system of parents being
responsible for their children works perfectly well if LAs (local authorities) know the law, understand
home education and stick to their jobs. Unfortunately, a tiny minority of LAs know the laws, understand
home education or stick to their jobs. They all think that it's within their rights to overstep their bounds
and should be monitored. After all, we pay for their 'service' and, since their 'service' seems to often
consist of causing havoc in home educators' lives, why should we pay for that exactly? Are LAs fit for
purpose? The average home educator would surely say no.
xxx
xxx
london
i would change the education system by giving my opinions and talking on behald of other young
people
I would mae learnig more fun and make lesson time shorter than one hour
When I left school in 1970, with 3 A-levels, there was a choice between university and student
apprenticeships, which were also subdivided into university sandwich courses and technician
apprenticeships liked to taylored courses at local collages. I chose the latter, and have never regretted
that choice. The various schemes were supported by the Industrial Training Board and were tuned to the
needs of the companies involved. Obviously there were good ones and bad ones and I was lucky to be in
one of the best. However, in 1979, the ITB was thatchered, as were the large companies which
supported these schemes. Whatever the arguments for the political processes at the time, the result was
many babies being thrown out with the bathwater. What this country needs is a focus on education
structured to the needs of employers, with university places being limited to those who have an
academic flare, and the vast majority of funding being released to the needs of the vast majority of the
young, with a change of attitude amongst both employers and politicians who seem to revel in creating
stigmas against non-academic achievement. Obviously the days of large companies providing
vocational education are long gone, but the principle which they supported needs to be used as a model
for educational policy. Mr Cameron's recent support of elitism in chosing teachers only from those who
acieve a 2-2 degree is an ominous sign of the same old story, resulting in a bogus threshold above which
the choice of teachers is made, rather than the first criterion being whether they have a natural aptitude
for the job. Using the number of graduates as a measure of the health of our education policy is simply a
box ticking exercise and will not prepare this country for the challenges of the modern world.
Because many do not have the capacity for traditional exams Ann-Marie Basnett-Roberts
xxx
Alan
xxx
Bollington
london
TADCASTER
Ann-Marie
none
Michael
BasnettRoberts
BAranov
none
Coddled by a nanny state and taught to rely on benefits and others to provide them with a living, many
of today's youth are unsuited to modern living and taking responsibility for their actions…
Irene
O'Regen
none
to motivate them, give them an interest and a desire to better themselves, to help to teach them for the
benefit of themselves and the next generation.
Collin
Russel
none
This is and in depth transfer of craft skills from an artisan (not from a generalist trainer or assessor) to
an apprentice. Skills that are aqcuired in this traditional tried and tested way are essential to ensure that
these important skills are not lost to the next generation of the National workforce. It is of little use to
have a paper qualification if the person has no tangible and measurable skills. Failure to deliver
structured and focused training is in reality cheating the trainee and gives credence to the sentiment that
some training providers are motivated by state funding, which in real terms means bums on seats and
ticks in boxes rather than Real Skills training. Come lets get back to traditional values to give our young
people effective, sustainable and cost effective training that they deserve and we really need.
Rebecca
Winkler
none
I am a young person currently studying A-Levels to get into University. I feel as though I am making
something of my life with my effort for qualifications. I believe that my future will be more promising
having gained these qualifications. All young people should study up to A-Levels at least.
Pamala
Truelove
none
Vocational tuition is an important part of the growing up process in order that you understand what is
being said to you. Practicalities are equally as important in order that you dont waste valuable time &
effort......
-
Lowe
none
practical lessons drawing pictures' cutting out things from magazines and building up large A2 size
portfolios of paper. Very little time actually MAKING anything. So yes, let's turn the clock back and
train youngsters to actually create things - give them a skill that they can actually use.
Gerry
derek
May
rogers
none
none
I am a teacher in construction and l find that the young do not want to learn Why?
Becuase there isn;t much of this happening at the present time. If a teenager spends their time in yr 11 at
school and then goes straight into College for the next two -three years , there is no framework and
insures they have the choice to have pratical learning in their chosen vocation or any other vocational
roll.
Hannah
Mc Inerny
none
it's hard to find the place to go for guidance!
schara1484@aol.
com
Bryan
xara
none
Turner
none
because this government and this country believe that you have to have experience to get a job, without
experience, what chance do the youth of today have???
My son has just sat some physics and chemistry modules, apparently they are the last pieces of work for
this years GCSEs. There is no exam at the end of the academic year. It is only January! They have four
or five months left - why no more education? B grade students should be given more chances to get up
to A, and C to B etc.
Jimmy
Goof
none
They dont need to take all these courses at school you only need you main 5 GCSES at grade c-a*.
louise
Maggie
pritchard
McGuinness
-
because not everyone is academic, some people learn better by doing
the transition to working life needs to be gradual - vocational learning especially with a workplace
element helps achieve that, the way that development in the professions does; and it helps develop a
culture of lifelong learning
Ruth
O'Hare
Godalming
The NC needs to go. We keep seeing special interest groups, charities and government departments
pushing to have their pet subject squeezed into an already bloated and over proscriptive curriculum. Just
get rid of it! No more tweaking, just bin the whole thing. Let schools, parents and most importantly of
all, CHILDREN decide what they should learn. Once basic literacy and numeracy have been mastered
there is so much to be gained by allowing young people to learn about what interests them. At the
VERY least teenagers should be allowed to direct their own education. If they choose academic subjects
fine, but if it's something hands on and vocational then that's just as good, but it has to be their choice.
anon
y.mous
-
Geoffery
Lusher
Vocationalism: perpetuates capitalism; creates a compliant, obediant and docile working class; deskills
workers.
engineering students needs hands on expiernce before they tell people that they do not nothing
Anne
Davies
-
THe education needs to get the goverment to keep there noses out and let the education Be how it
should be the three Rs. It needs more practical and less theory.Children learn more bu doing than sitting
as they have only an attention span for so long. Make the lessons intresting . which comes to the point
are the right peole in the job. Are they there because they want to be.It is up to the teacher to make it
intresting and help the children want to learn. Not enough teachers can give constructive lessons."
Stephanie
Purkins
-
Young people need vocational skills - I'm nearly 21, coming to the end of an English and creative
writing degree, and I know practically nothing useful. I can't put up a shelf, I don't know how to change
a fuse, nothing. And I'm completely unequipped for the world we have due to the economic downturn.
Half my classmates expect a job at the BBc to just open up for them, whereas I'm thinking of studying
physiotherapy or massage, so at least I'd have a skill to fall back on.
Dale
Brewster
-
Pedro
Ninja
-
Simple, if they have not been to university almost the only thing left to them to be able to make a
reasonable living is to learn a trade that the can exploit on a self employed basis.
dont think they do.
#NAME?
jennie
woods
barnet
The state is supporting and promoting inequality in eduction by funding highly selective schools such as
Queen Elizabeth II Boys School in Barnet. Jennie
We need to provide our children with rigorous training in basic skills (reading, writing, maths) with a
practical application. I work as a teaching assistant and so many of our pupils love practical subjects
such as design technology, but they hate poetry. Why not create a curriculum where they get to read and
write (in English lessons) about subjects they are actually interested in?
Rhoda
Martin
Bath
Dinesh
Shah
Barnet
If the next Education Secretary really is serious about the "students" who are going to be "running" this
country in the future, then they would ensure that Teachers are allowed to teach, not worry about so
many Rules & Regulations that have been imposed on them over the last 20 odd years. They have to be
allowed to teach not only the 3 R's , they need to teach these children mannerisms, skills as part of the
curriculum, AND reintroduce Sports grounds into the schools. All the local councils, (especially the
TORY run! ) have been selling off the land that many schools had for sports, using the age old excuse
that it was the only way to improve / modernise the schools! And EVERY student should be taught how
to save and invest for the future, instead of depending on MUM & / or DAD's BANK!! Remember that
Children are not Stupid, the System makes them into what they are! Education, Respect, Skills = Ability
for this country to be the Great country that it once was! Start by RESPECTING the Children as Human
beings!
Pete
McWilliams
Stalybridge
The first thing the next Education Secretary should do is to scrap the BSF Programme immediately.
Why?, for the simple reason that building new schools does not improve educational standards and it is
a complete waste of money. A School is just a building, brand new schools are meaningless if the
service/product delivered within the building is sub-standard, in this instance Education. Ed Balls has
destroyed education in this country because he has no idea what he's talking about and his thinking is
clouded by Socialist nonsense. This softly softly approach to education is utter nonsense, the world of
work is tough and competitive and because the standard of education is so poor, children are simply
unprepared for the world of work. The political correctness that contaminates education should be swept
aside like a bothersome fly. Children are not equal, do not hold back the bright children because their
peers are not so bright. Nurture talent and do not molly cuddle lazy children or ones with lesser ability.
The comprehensive system should be abolished and Grammar schools should enjoy a rennaissance.
Gary
Whitney
-
Dear Mr.Gove, In response to your recent announcement I would like to put forward some quick
thoughts on practical and vocational learning. The development of our educational system has gone
drastically wrong. Young persons who for various reasons cannot get to university, or who go to
university when they are unsuited for higher academic study, finish up as an underprivileged class. The
fault lies with attitudes to education and the high shift in the focus of resources away from non
university based post school part time education and training. The answer is not in extending school
leaving age this will not work in many cases particularly for poorer families. Employers and Colleges of
Further Education have got to play a more important rule and give much wider support to young people.
We have to remove the silly elitist concepts that if you did not go to university and go to work in
industry or have a trade you are somehow a failure. Education has to be seen as a life time activity not
just for the time spent in full time primary and secondary or even university education. Professions must
offer better non graduate entry routes to studying for and acquiring high level professional qualifications
to those with the ability. Employers must offer more incentives, in house support and time off to study
through apprentice schemes, day release, artisanship and articles etc. Why not give employers subsidies
of the equivalent amount of the jobseekers allowance for stipulated recognised courses and time periods
so as to encourage them to take on trainees. This helps meet cost of time off for study its a better
investment! Give CFEs more money for wider range of practical and professional day release and
evening courses and reduce the fees which are currently very high for less well off youngsters to meet.
Lets have better vocational syllabuses and vocational teaching in our comprehensive schools. Cut back
dependency on imported labour which encourages employers to go the easiest route and not invest time
and resources to develop local workforce skills. Our failure to encourage many of our younger less
qualified people to develop vocational skills and get into trades and professions is a major economic
weakness and is undermining our ability to compete. All young people need to feel that irrespective of
their early education, and the other impediments to being able to continue in full time education, they
have unlimited opportunities to develop their own careers whilst at work. The continuance of vocational
education alongside and in parallel with work experience has a proven track record and is worth
government focussing more time and resources. We must put the 18-24 generation back to work and
feeling that they have a future. I can quote my own experiences as an example. I left school at 15 with
no qualifications. Went on to obtain two professional qualifications and a post graduate diploma with
distinction all gained whilst working in my chosen career. This could only have been achieved with the
sort of policies I have suggested above and with much support and encouragement from employers and
easy access to Colleges, Polytechnics which were at reasonable cost. It will be difficult to get back to
these earlier approaches for vocational training and education but well worth the cost and effort o
support our young people. Yours sincerely, Gary Whitney
Claire
De La Haye
-
I have a little boy aged 2 1/2 and everyday I reflect on how important the start he has in life is. Whilst I
can only sing the praises of the nursery education he has received since he turned 2, I already have
slight worries about how well he will fare when he enters school. That's because he is so practically
minded - even at this early age. I can imagine him being one of the children who will feel repressed and
disillusioned if forced to follow a totally academic curriculum and he has such a wonderful budding
personality, I hope he is offered the variety to be able to explore what is best for him. Claire Derbyshire
Mary
Jane
-
Dear Michael Gove I am writing in response to the advertisement placed in the press by Edge. This is a
subject dear to my heart, as experience tells me that many people who did not fit in with the academic
ethos that predominates in most schools, can still do very well when they enter the real world of work.
My daughter (now aged 40), for example, is a very bright girl, she loved school for the first three or four
years and then gradually became more and more bored. She left just before she was 17 with a
reasonable mix of Olevels and GCSEs, but nothing outstanding. However she was fortunate that in
1986, few employers demanded university degrees for anything. She went to work as a cashier for one
of the major building societies (now fallen on very hard times). But, through on-the-job training worked
her way up and, fourteen years later, when she left work to start her family, had become senior
underwriter at one of their largest service centres. She would never have such an opportunity now. The
current system of education does not really suit boys, especially the kind of boys who have the potential
to become the scientists and engineers that we so desperately needed. My eldest grandson is a case in
point. He is a bright articulate nine-year old, but he gets bored with passive learning, and hates writing;
not for any lack of ideas and imagination, but because the physical act of writing is somehow distasteful
to him. At a recent parents evening his teacher remarked that he seemed to lack application. My
daughter had to concede that, that was indeed the case when it comes to schoolwork, but she also told
the teacher how Ben is a walking junior encyclopaedia when it comes to cars and trains and how he will
spend several hours at a time building with Lego, or Meccano or other constructional toys, or
dismantling an old piece of mechanical or electrical equipment to see how it works. He also loves his
chemistry set. Aah! replied the teacher, That is a typical boy thing. Unfortunately there is not enough
hands on stuff in the curriculum. I myself was educated to Alevel and, in 1964, was taken on as a
trainee computer programmer by a local Insurance Company. (No one had degrees in computer science
in those days.) My husband left school at 16, then went to work for a Rubber and Plastics Company,
where he did day release and gained professional qualifications while working. My son wasnt terribly
keen on school work, and was told by one teacher that no one would ever employ him. In fact, he, like
my daughter, has never been unemployed and has been offered every job he has ever applied for. He did
his A levels then worked in the Computer department of a small local company, while attending college
two evenings per week. He now has a very well-paid job in the IT department of a large city law firm no
student loans to be repaid in our family. We, and many like us, learn better by practicing our profession,
Kelly
Way
London
rather than theorizing about it. And if it is social mobility that concerns you, how about this testimony to
the value of a largely practical education: In 1871, at the age of 33, one of my great-grandmothers was
widowed. She had 6 children under the age of 9 and was pregnant with her 7th. Working as a
washerwoman, and with a little help from her maternal family, she raised every one of her 7 children to
adulthood (in fact they were all well in to their 70s when they died and a couple were over 80). This was
no mean feat in its self given the prevailing rate of infant mortality. The children presumably received a
basic education at the local school in Walworth and, between the ages of about 10 and 13, they were
sent, by Southwark Board of Guardians to the Central Schools in Hanwell. They each spent three years
in this institution where they received a practical education that would fit them for domestic service or
manual labour. But they all managed to earn a comfortable living afterwards. The eldest son emigrated
and worked as a boiler-maker for the Canadian Pacific Railway. My grandfather had several jobs in the
printing and publishing industry, before becoming a professional photographer. He worked for a well
known gardening writer and took large numbers of the photographs for his magazines and gardening
books. He even went so far as to design and make his own camera lenses. The girls went into service,
and then married and raised their non-dysfunctional families. The youngest son became a newspaper
publishing manager and a journalist. Amongst the next generation were a New York police officer, an
engineer, a senior executive of a large insurance company, the publicity director of a major shipping
company, who was also a sometime journalist for a national newspaper, two full time journalists (one
with another national newspaper), and an actress who worked for BBC childrens radio. All that without
a University Degree between them. Regards Mary Gill
I have five children four of whom are in full time education. All of my children have been brought up
on a council estate in Lewisham, South East London. I made the decision not to follow the request of
the local primary school when the time came for them to move over to secondary and I insisted that my
children sat the NFER tests which would enable them to hopefully get a place in the local what was then
Independent School and is now an Academy. Fortunately all of my children were successful in the the
tests, there was no sibling policy then although there is one in place now. My eldest daughter decided
against it and went to the local comprehensive girls school. My son who is now 20 is studying politics at
Royal Holloway University in he's second year and is running on distinctions my eldest daughter who
went to the run of the mill school is working as a trainee under writer for HSBC bank in the city and the
other 3 are studying at specialist schools in and around London. If a child wants to learn it is available
for them to do so. Its an absolute cop out for anyone to say that living in an under privileged area or
being a single parent family or even going to the local school is a disadvantage because in truth if the
child wants to learn it will learn anywhere. The thirst to learn must be in place I have always
encouraged my children to work hard and I have done every thing I can to make sure that they are
successful. I have not claimed benefits I have worked hard myself to provide for them and there is a
lack of that in this country. The one criticism I have of the education system is the Sex Education it is
too much information. Condoms and other contraceptives are too readily available in schools which in
my opinion makes the kids think that its ok to have sex providing they use them. It is not ok at 13/14 for
them to have sex and without their parents knowledge or agreement. Being aware that these things
happen is one thing but condoning them is quite another and the education system these days is doing
just that. I wonder how the politicians who bring these motions into action would feel if their 14 year
old was having sex with another 14/15 year old and was then going the next day to get the morning after
pill at the clinic which is readily available without question to them. Nothing is ever perfect but you
only get out what you put in yourself there is no miracle to a good education just hard work and
dedication and a thirst to succeed.
David
Evans
-
I disagree with the basic premis. Young people get all the opportunity they (and society) needs to follow
a vocational path. It would be better if young people had a more rounded education - life is not all about
jobs, you know !
Francis
Holmes
-
Because this country will not survive without practical people who can produce goods for sale outside
the uk our education system is a joke as regards this aspect of education. Our children in turn are taught
by children with NO practical experience in the real world. Teachers can only teach what they know!
and they know sod all this nation can only prosper through producing goods NOT services unless you
can understand this you should not be allowed near a school, we have a generation or three of people
who do not grasp this fundamental fact and that is why britain will continue to spiral downwards to the
level of a none producing third world country.
Ibi
Vaughn
-
I would like to see interactive CVs introduced to scholls and colleges so that young people have the
opportunity to document, exhibit an promote their skills, talents, work portolios and achievements in
new innovative ways. This will give them the confidence and focus to pursue further education, career,
apprenticeships, training and entrepreneurial opportunities onces they leave school.
Hannah
Groombridg
e
Sheffield
Andrew
Cock
Dalton-inFurness
JAMES
NIGHTING
ALE
HALIFA
As an 18 year old coming to the end of her education, I can safely say that there is one major area where
the education system is going wrong. What you need to do is give children back the confidence.
Apparently there has been a rise in the number of students dropping out of education - I'm not surprised.
We spend our whole childhoods being trained for exams that we will either fail or be told we only
passed because they are easy. Also, there is no room for pupils to be confident in their own individuality
and abilities. Each GCSE and A-Level course that I have taken has been so prescriptive that I've felt
choked by education rather than liberated by it. There has been no room for independent study, with
most of the lessons consisting of the teacher standing at the front of the class and telling us notes to
write down. This is not out of choice, but because there is not enough time for independent learning and
true development of knowledge in a subject. All this has left me disillusioned with and, frankly, bored
by learning. So, one on hand you have pupils who have the capabilities to go beyond what it prescribed
to them, and on the other hand you have those who struggle to keep up, mainly due to the fact that they
cannot suit the style of learning by which they are told they must learn or cannot find the topic to suit
them. Each person learns in there own way, and yet this is what the system does not allow for,
especially if you are applying to university. Next year I am lucky enough to be going to a pretty good
university, and hope that there I will be able to enjoy my subjects of choice in a place of learning. I did
not find my love of knowledge and debate in school, but I hope that I can develop it at university.
Grand ideas - all in glorious isolation - dumbed down presentation of policies, what about some joined
up thinking and presentation of the larger picture? Lets create the next generation of highly educated
and skilled young person and then watch them collapse with the only hope of employment flipping
burgers or call centres. The first priority has got to be supporting industry and provide real jobs that add
value to the economy. There is far to much focus on the elite service industries - finance - which offers
little in the way social structure and support. If manufacturing industries had been given the same level
of support that the banking industries have just received we would be in a position to support an
education system with a job market to truly match the aspirations of young people.
To all three candidates I myself have recently completed a Microsoft Office Specialist cause, which
includes: Wod, Excel, Access & Outlook, a I heard the business were crying out for these sorts of skills.
I took this course in Hifax, West Yorkshire where I live at a place named Optimum. This unfortunately
closed down and there are NO areas close me that can help. I would if when the Government are asking
people to Skill themselves they at the same time reduce ney for Adult learning in the case of the above
course. Thanks James Nightingale
BRIAN
FIELD
WIGAN
Before they were "upgraded" to Universities, the Colleges of Advanced Technology provided high
quality "Sandwich" courses where the students academic study was interspersed with one or more
periods of work experience mutualy arranged between the Academic and Industrial course
organisers.Many of todays leaders in Commerce and Industry were educated this way. In principal there
is no reason to suppose that this intigration would not be just as successful at Secondary School level as
at the original tertiary stage
Ross
Mountney
Boston
I would like to see the end of academic snobbery, the end to league tables and results tables where it is
born, and an end to the ridiculous amount of tests and exams all children are expected to complete.
While they are wasting their time doing these, other more important life skills are neglected. Children
do NOT need more education, they need less and more creation, most particluarly the opportunity to
create their own lives rather than just collect irrelevant exam results. Academic study is not for
everyone and children are not less of a person because of that. Government policies are cloning our
children and destroying those that won't be cloned. We've had to home educate to rescue our kids from
being cloned. There is a HUGE amount to be learned from the home schooled community which is
growing in success. Please learn from the myriad of different approaches these families use. It wil open
your eyes and your minds. Ross Mountney
Nick
Shepherd
-
Andrew
Lyons
-
The subconscious agenda of schools is academic success, but most people don't become academics or
join the learned professions.
We're in danger of creating a generation that has no capacity to create, innovate, build or discover.
Schools must be opened up and allowed to encourage practical skills in students melded with
intellectual interest in the world around them. Technology can be part of this. It does not need to simply
continue creating passive forms of idle entertainment, but can be used to instigate creative activity and
critical thinking.
Sara
Mogel
Chester
Not all young people who have an aptitude and an interest in following a vocational path are ready for
an apprenticeship (vocational training). They require vocational education first (learning for work and
importantly through work – ‘can do and have done’). Not all employers are willing to take on young
people with no vocational skill as apprentices, but would take them on if they could prove that they ‘can
do and have done’. Yet the route to fund vocational education is being closed in 2013. The work related
route (diplomas) is not the same. Please revisit this decision and fund qualifications employers want and
need, will get young people work and that can be provided in a practical way of learning in real work
environments that are of industry standard. We need to offer young people a non-employed route to
gain a skill and a job not just the opportunity to write about a skill or a job; otherwise in years to come
we will have a shortage of chefs, carpenters, hairdressers, mechanics, plumbers, shop workers, beauty
therapists, brick layers, tilers, plasterers, electricians, painters and many more. This route to a career
could be offered full time at the age of 14 (along with appropriate English and Maths). It is now
available in many excellent vocational further education colleges, but it will soon disappear.
Rebecca
H
London
Teaching on the new diplomas I feel I am in a position to confidently say: They are not working out so
well. Here, I feel, are the main reasons: 1) The specifications and evidence requirements for the diploma
courses are immense, inconsistent and in places inappropriate (do students studying on an IT diploma,
for example, really need to know so much business theory? Weren't these supposed to be brand new
practical/vocational based courses which encourage hands-on experience and not a re-hash of BTEC
and A level THEORY criteria?) 2) You have made it a requirement to pass the diploma that the students
pass Functional Skills (maths, english and IT) at the same level. This dooms many of our current young
learners from the start. A vocationally oriented student capable of achieving level 2 practical skills in
Sport and Active Leisure is not necessarily going to be able to achieve level 2 functional skills maths and should they need to? - be expected to? To qualify for a job in Leisure, Health and Beauty,
Construction?!? Anyone reading this who fancies a quick go of the functional skills past papers - I
invite you to try them and see how hard they really are (especially ICT) http://www.edexcel.com/quals/func-skills/ 3) The diplomas are being sold on the idea that all these
vocational and practical activities are 'easily' deliverable and yet most educational establishments do not
have the infrastructure/equipment/policies in place in order to enable them to 'easily' do so. I'd love to
"simply" give my students a video-camera, let them make a film, turn it into a podcast, upload it to a
website they have created, and share it on Facebook but guess what - we have one video camera in the
whole college, only one department has video editing capablities, we can't upload files (otherwise
people can also download executables) and Facebook is banned else none of our students would ever do
any work. Yet the diploma (or certainly it's advertisment) implies students will be doing activities like
this on a weekly basis. 4) Employer engagement is required for course completion - yet there is no
initiative/policy in place to make organisations do so - so why would they? 5) There are no readily
available teaching materials and hardly any support available. Only one examination board has one
book out for one level and even then only for a couple of diploma subjects. The advisors from the
examination boards are in-experienced and support is not easy to come by. If we're all so brilliant at
electronic communications now - then where is the NATIONAL teachers resources website for us to
collaborate and share materials?!? I think the next education secretary should spend sometime inside
some of our schools/colleges (with typical students in typical lessons) and get a real idea of what is and
isn't possible and what calibre of students we are talking about here. Then they should re-assess the way
in which the diploma is assessed. And keep the A level yet - please!
Tim
murray
Haverfordwest
I noticed a 3/4 page advertisment in the Daily Telegraph, and I thought to myself ' thats a good idea,
something I whole heartedly approved of' - so I'll look into it. 1) I soon learn that David Laws is a Lib
Dem M.P. so his chances of being the next Education Secretary are not great are they ? 2) Then I have a
scan around the ' Edge' website and the list of who's who. I note that, every person listed is basically a
signed up member of The Intelligentsia. There is not a single practical person amongst them. That ladies
and gentlement is the problem - we the practical, are always being told what is good for us. Tim Murray
tigerlilly
tigerlilly
cott
raymond
-
-
mathew
henry
leahy
roe
-
Because not all young people are academically minded and need to use their hands as well as their
brains to succeed.
..... i feel ther is an invisable law called lets discriminate children at an early age by teaching divisions
with tests and bullying.
better funding for higher education more of a focus on '' harder\ subjects"
Young people can't all go to university. it would be a waste of time, money, and would be detrimental to
the economy. having more vocational training would encourage people to take up these lines of work
rather than deluding them into thinking a degree is helping them. i still worry we'll have no one to do
unskilled jobs such as cleaning, road sweeping etc. everyone has a right to further education and
training, but is it sustainable for everyone to be extensively qualified?
barry
williams
haywards heath,
suss
I was a teacher for years - I taught English, History and French. There is no doubt whatsoever in my
mind that the standard of teaching has really plummeted. I now teach first year undergraduates how to
write essays, and I teach GCSE students and A-Level students how to write papers that are not moronic.
I am extremely depressed about the way standards have really dropped, and when I read about all the
GCSE A stars I KNOW they are just pure nonsense. Look at how employers regard school leavers they present with so few skills, cannot add up, have no clue at all about writing a lucid sentence, their
spelling is all over the place... I really do despair. Education today is CRAP. Bring back the grammar
schools, bring back the Latin and Greek, bring back the sheer discipline of learning. It's now all such
simple twaddle.
john
shale
wigan
We have floods, train crashes etc. We rely on a very trimmed down set of emergency services and
typically end up sending out appeals for off-duty nurses etc. and often fall back on the Armed services
to make up numbers. There are plenty of reasonably intelligent pupils, who are just not academically
inclined and are therefore left feeling surplus to Societies requirements. If the School cadet corps could
be linked up with training to supplement the emergency services. Pupils could learn useful social and
practical skills, whilst learning to operate in a team and feel as though they are considered to be a useful
member of Society, instead of just a potential Hoodie.
marnie
andrew
walthamstow
not every worker can have their annual leave to coinside with the school term, a child should be able to
go on holiday with their family, there should be an allocated 2 weeks per year for each child to be able
to go away at a flexible time, yes school is important but so is family time (something a lot of kids dont
get)
nicole
new
-
it is important to get children to engage actively in what they are learning to enable them to integrate in
wider society and interact effectively with their peers. this means focusing on topics of interest but still
applying basic discipline and structure to the school day.
dan
farthing
-
1 in 3 children do not get 5 GCSE grades A* to C. How do you explain this huge waste of talent? Can
the country create a skills based economy when so many children are being failed?
Arran
Cottam
-
Young people need to be taught about democracy, how to be a member of societiy and politics from key
stage 2
Daisy
Blacklock
-
Because these disciplines open our mind to the world, to humanitarian ideals, and the importance of
creativity - and yet no one wants to make use of this through employment. We have invested in our
education to give us the fire to want to change and progress, and yet no one wants to invest in graduates
in turn
Annette
Mandee
Taberner
Gage
-
scrap clause 26 of the children school and families Bill
They need choice to find education thats free and of a type that will allow them to have fulfilled lives.
-
connell
-
Calls for more contact time between students and university lectures will require the development of
considerable infrastructure in many institutions with pressure on teaching rooms. How is this to be
achieved in the climate of reduced capital expenditure?
leila
carpenter
-
young people need more practical and vocational learning because it's necessary to engage them while
young through demonstrating to them their natural talents. Not everyone learns best in a classroom.
Sabine
Pascal
-
To answer the question, young people need more vocational and practical training because Labour have
badly let them down and by the time they leave school far too many of them are so uneducated/thick
that they haven't a chance in Hell of being employed. Vocational training is the only hope they have
(my opinion is based on fact, I along with my sister and three friends actually work in a college)...or we
totally reform the education system and bring back the three r's, along with zero tolerance discipline,
and we also chuck out the government interferance and targets and pc crap which we, the public
actually HATE!
Dale
Cox
-
A more sensible and frankly better approach to higher education is needed. For example many
professional jobs that graduates choose to go into (such as accountancy) can be achieved through
vocational courses, whereby the student is both learning and contributing to the econimy, if the
government were to prioritise these courses over university routes we could potentially see a move
towards reduced/scrapped tuition fees as well as ensuring direct routes into careers for students,
something which I would imagine the majority of students aspire to!
Frances
Emmet
-
Many young people are not particularly suited to an academic education beyond the age opf 16;
however, they want to take up a worthwhile career. At present, vocational courses are perceived to be of
a lower order than an academic degree. Meanwhile, it is virtually impossible to find highly trained
tradespeople such as decorators, plumbers etc. Vocational courses need to be given a higher status and
professional skills and attitudes engendered through quality training with high status attached to these
skills.
Claire
samuel
-
We have just been told today that we have had our budget cut by 5% which means the possibility of
losing 7/8 teachers plus a run of other cuts throughout our school of almost 2,000 pupils. How can we
be expected to maintain and/or raise standards in light of this?
Michael
Park
-
-
Mip
-
Practical courses entice disengaged learners back into education, then academic skills can be taught to
underpin vocational skills.
It's not just youngsters that need vocational qualification, most of the workforce is above the age of 25
and have no formal vocational qualifications. I am 32 and have been working in the care sector for 13
years I have lots of experience and am very good at caring for others, however cannot progress or even
get another job within the care sector as I do not have a vocational qualification. My collegue with 20
years experience recently got side steped at senior carers interview by a woman half her age with only 3
years experience, because she had a qualification. I thick having more vocational learning is a good
thing however it should be available for everyone or not made part of essential criteria for jobs. we
might just find the workforce being run by 20 year olds.
Charlie
Claire
Clarke
Woodwood
-
I don't, I believe we need to focus on the fundamentals of English, maths and science first.
Its not all about learning at school, life IS a learning experience every day, just shopping or something
can be educational. Everyone learns differently and for some people learning in a practical situation is
how they thrive!
Lisa
Mudzikisi
-
I have never been able to get a clear answer when i asked my teachers why there are such restrictions in
the timing of exams. The main answer is \They have always been that way.. everyone has to do it\"
Beryll
Mitchell
-
When I was young if you were a skilled carpenter, a stone mason, an electrician, a good builder, this
gave you standing within the community. There was always work for you. And to know that you were
good at your job this gave you a feeling of great satisfaction, of self worth. Nowadays it is very difficult
to find these sort of people. They are essential to how well society runs. Do we really want so many
young people who sit at computers all day long, and not capable of anything else. Computer technology
has its place, but so do all of the above mentioned crafts.
Chrissie
-
-
Univesity degrees aren't worth the paper they're written on. Half my friends who have degrees used
other peoples work. The best way to learn is on the job, Problem today is, it's not about what you know,
it's about who you know.
Di
Barnes
-
Not everyone wants to do exams and it would be much better for many to leave school at 14/15 and go
straight into apprentiships as happened in the past. We are losing a lot of expertise and basic skills and
kids are being channelled into universities without a hope of a job at the end of it .
Alice
Power
-
Not every student fits the usual education system, and do, as anyone does, become disillusioned with
not only themselves but teachers and the institution if they are unable to grasp the curiculum. Therefore
their talents need to be addressed, or at least activities which will provide them with a feeling of
personal achievement and respect from others. In the scheme of things, children and young adults like to
feel like they are succeeding and that others see it too. If they are confident in a task they are less likely
to become distracted or disinterested. Make children feel confident by playing to their natural abilities.
John
Watson
-
To learn them work ethics immediately on leaving school. They must not have gap periods getting used
to be a non-worker. We need people running this country that understand real social needs and be
prepared to implement them.
Janet
Holland
Harlow
Stop all the unnecessary paperwork that is now generated. Encourage students to take up non academic
studies such as plumbing/construction as we have an aging workforce and need new blood. Make
apprenticeships with large companies compulsory so the training is on going. Give teachers
encouragement and praise when they are doing well and stop making all schools an extension of the
social work network as teachers are there to teach not 'mother'. Give schools back the power to
discipline children properly but fairly and teach parents to 'parent' their children not leave it to schools
to teach manners and social skills. All govenrments have meddled too much without knowing what is
going on in schools.
Therese
Irving
Wallasey
I think the "Gifted and Talented" system started by this Government is excellent, but I'm not sure every
authority takes this on board. It doesn't mean merely academic "talent" , it's about recognising which
children could benefit from joining a group of other pupils with for example musical abilities.
Scott
Hewer
Birmingham
I recently graduated from university and am now at the cross roads where I need to de3cide what
vocation to put my mind to. Unfortunately neither my primary, secondary nor university education has
prepared me in any way for what the working world is like, or helped give me an idea about what
occupations I would be interested in. Moreover, they haven't provided me with the necessary skills to
cope with the modern working world (I have NEVER met anyone who has used the high level maths &
science I learned at school in a working situation). Luckily I have gained much work experience
alongside my education off my own back and have had to learn for myself what makes the world tick.
Not everyone has the initiative, support or knowhow to do this however. Surely our education system's
job is to prepare children for life in Britain so that they can go on to make a benefitial contribution to
society. Politicians seem to be constantly arguing about the terrible economic situation in Britain where
individual debt is one of the highest (if not the highest) in the western world, but I have not once heard a
politician suggest that perhaps the education system could be to blame. If children leave school at 16
and have never been taught about credit and managing their personal finance then how can we expect
them to say no to credit companies handing out loans and credit cards left, right and centre? It is not
rocket science... WE DESPERATELY NEED TO REFORM OUR OUTDATED, ACADEMICFOCUSED, INPRACTICAL CURRICULUM TO REPRESENT WHAT HAPPENS IN THE REAL
WORLD!!!
It's cheap and can free up money for better assesment of academic subjects that should not be assessed
by quick quantitative tick box filling. Leaders and thinkers need greater academic freedom. Otherwise
they become mindless drones who cannot innovate properly.
James
Fish
-
Kylie
Rodier
-
Because experience and practical knowledge is what's useful in workplaces. The days when learning for
learning's sake was enough to show intiative and education are over; what employers seek now are skills
and evidence of knowledge beyond that implied by a degree diploma.
Grazia
Brunello
-
"You need to get rid of all the forms and paperwork and go back to basics. And give the power back to
the teachers: they need to be able to smack the kids if they deserve it. Lack of discipline is at the root of
the problem (s)."
Fiona
Spratt
Ashford
Stop teaching things that they will never use. Teach them about running a house, mortgages, budgeting,
cooking, practical maintenance around the home, Basic maths,adding subtracting multiplying,
percentages, everything is done on a computer now so they dont have to work anything out. have all
lessons conducted by computers
Margaret
Stevenson
Newport
Bring back firmer discipline,and a sense of personal responsibilty for actions. The brightest pupils an
environment that encourches them, not pulls them back to accomodate the less able. All children should
be taught to their own potential, and school should help with life skills such as budgets
Margaret
Young
Cannock
Children need to learn about a working life, not just institutions. Much more work experience and
apprenticeships are required or we will have NO trained tradesmen in the future leading to poor
construction and engineering work.
Ken
Gundy
Chesterfield
Why do we carry on thinking that children /people mature at a similar rate? They don't. I was 23 before
i realsed that my innate genius was going to have to be mixed with s.ome application. I duly got a
degree through the Open University and went on to change into a career in the Civil Service. i ended up
as national Modern Apprenticeship Manager.However by this time the Educationalists had taken over
and Vocational training was seen as the second class option.The disgraceful pratice of schools not
letting pupils leave until they have been paid for need to be stopped.The notion that schools and careers
offices know what is best for an individual is clearly flawed and at best replicates the prejudices of the
schools and careers offers.
Tom
Deans
Nantwich
Education lacks a forward plan and is subject to the vagaries of differing polital views and knee jerk
reaction to situations which are at most representing minority views. Return to some form of internal
discipline in the class but can only be achieved if it commences in the home.
Mike
Gover
Malvern
Ive just left 6th form college and the attitude of some students in the lower high school were terrible.
They completely disrepsect teachers because they know they can get away with it. Teachers need more
rights and more power in the class room.
louise
cassidy
barnsley
we need to get back to basics before even thinking about university we need to get rid of all the
senseless examinations that young kids are oput through and let the teachers get back to what they are
supposed to be doing - teaching - this will bring about an improvement on the number of pupils leaving
school and being literate - second funding cuts need to stop so that people can access the education and
training that hey need to enable them to get into the right job area for them - we have a real twisted
system and have had for some years - it is time things were put back in order
Karin
Thompson
Swindon
When you are drawing up your education policy, please do not forget to include vocational learning
which considers the needs of the many young people in this country who are alienated by the current
curriculum, and end up excluded demotivated and uneducated.
Edward
Cramp
Hook
Restore discipline in schools
J
Sandford
Huddersfield
We have either end of the spectrum regarding Education in our family one with a University Education
and one with Special Educational Needs. Both are currently looking toward the job market and hoping
to achieve. Both want a job so that they can afford a decent standard of living and pay debt. Our son has
been through every education change since 1988 and our daughter since 1989. When are the powers that
be going to standardise education and stop changing things when every new broom comes into office.
We also have the prospect now of Statementing being reduced. Our daughter is now in higher education
being over 18 years of age. This is when statementing stops. Why?? The needs of the student are the
same. Job prospects are low presently as attainment level is low. Job training schemes for these students
do not take less than a level 3. What is the future for both members of my family???? Due to lack of
Engineering jobs in England it feels bleak. Ex SEN governor
Linda
Evers
Leeds
Jocelyn
Lewis
Enfield
My oldest child started school in 1975 and my youngest child graduated from university in 2008 so I
have over thirty years of seeing education from the point of view of a parent. I have also been governor
at a local high school for over ten years. The real problem as I see it is that every year there is a new
initiative, nothing is ever given time to bed in before it is changed. My two elder children experienced
the nightmare of changing school at nine and thirteen. In my daughter's case this was disastrous and her
education never recovered. Currently the emphasis is on every child gaining at least 5 GCSEs at A* to
C. The only way this will ever work is by constantly bringing down the pass marks. Some children are
academic, others have more practical talents which should be developed. My grandchildren are now
going to be expected to stay in education until they are 17-18 - regardless of whether this is best for
them. I think the worst thing which ever happened was doing away with the type of education which
was given in the old secondary moderns where those pupils who were less academically inclined were
taught the basics so that they did not leave unable to read or do maths, but were also able to develop
technical skills and progress into apprenticeships. Currently we are desperate for quality plumbers,
electrician or builders but pupils are discouraged from considering this type of career as an option University is not the only way. It would be better allow these children to concentrate on the essentials
and then leave school at (say) fifteen to go into apprenticeships, rather than, as at present, expect school
to struggle to keep disenchanted pupils on the books until they reach an unrealistic leaving age.
We have never got to grips with the need for technical education in this country. The emphasis has been
weighted towards academic learning for far too long. What a great pity the Polytechnics were rebranded as Universties. They should have been encouraged and developed as centres of excellence in
their own right, parallel and equal to the universities.
john
mould
Bognor Regis
I feel that the system now in place is going the right way and some of the new ideas re vocational
training as part of the school day but feel that some of the pressure would be taken off all areas of
education if the leaving age was 18.
Emma
Shaw
Liverpool
George
Folger
Howwood
michelle
wallace
west midlands
When are we going to be honest with people about how the examination system works. Every year the
newspapers ring out with how we've got yet another record of GCSE / 'A' level / SATs results. Have we
created a superior race of intellectuals? No. It means that government presets the percentage of pupils
who will pass and, surprise surprise, it improves every year. The exam boards have to make it so simple
for even the most challenged of pupils to pass. This means that genuinely bright pupils are competing
with the far less able, but who have all achieved the same meaningless grade. It means that Universities
have pupils who are unable to cope with anything beyond the simplest of dumbed down information. It
means that society is poorer as the academic 'creaming off' process leaves far less able pupils to pursue
the vital jobs of the building trade, retail and services, nursery nursing, the caring professions and
hairdressing/beauty services. We end up with the ridiculous situation of kids who are barely literate
gaining a degree in bizarre subjects and then being unable to cope in the workplace. League table
pressures in school mean that schools on top are wary of entering pupils unless they can guarantee them
passing their exams. The league tables don't tell parents that the inflated grades of their school are
because of the huge number of parents using private tutors and not because of superior teaching. It
doesn't tell parents that barely literate teaching assistants are taking junior school classes for huge
lengths of time, not just 'non contact time' because it is far cheaper for a school to do this than find
qualified staff. It is troubling how much of our education system is to do with superficial show and
gloss rather than a genuine care for improving and then maintaining standards. We are rotten through to
the core from bottom to top of the education system and it stinks.
Stop pussyfooting about, make every child attend school, if they fail to attend prosecute the parents.
When the child is at school educate them, ensure they are able to count, write and spell, not express
themselves with dance or music, although these do have a place in education, they are not the be-all and
end-all in education. Oh and one last point get rid of calculators, ban them, make the child use his or her
brain especially in primary and junior years. George
I will start by saying firstly, let the teachers do the teaching! they work with the children on a day to day
bases. give the teachers back the power and the head teachers. i believe not all children learn the same,
not all children will excel at school. i believe these children should mainly have practical with english
and maths incorporated in too their time table. too much as been put on ict . bring back some of the old
fashioned teaching ways as well as the currant teaching methods. make the teaching day shorter to allow
children to do their homework at schools as not all children have the resources at home. these are some
of my ideas from a concerned grandparent whose grandchildren have to go through their school years.
Julie
Green
Bicester
I currently work in a secondary school in an inclusion unit - a unit that is necesary because of the
behavioural problems of some pupils. The unit falls under the umbrella of the SEN department. Having
been at this school for 7 years, I do not think inclusion is the right approach. I agree obviously that each
pupil has the right to an education, but pupils with severe emotional and behavioural problems are not
necessarily best served by being forced to attend an inclusive secondary school. Some pupil are not
academic and really should be being taught life skills rather than being forced to follow the curriculum
subjects. Many pupils with EBD issues suffer needlessly by being made to feel stupid. Just the other
day, a 15 year old pupil told me he causes trouble in one particular lesson because he feels everyone
else in the class is better than him because they did much better in their mock exams. Surely our job as
educators is to prepare young people for the real world by helping them to be confident, functionable
adults, proud of their achievements, rather than going though each day of their lives feeling they are
stupid and worhtless.
Jennifer
Cameron
Dornoch,
Highlands.
Our young people ARE the future of this country and a good education is paramount, not only to their
own personal future , but to the nation as a whole. Is it not time that education be free for all students
and much more encouragement given to those who wish to learn and succeed. Apprenticeships are also
paramount, as without " trades" we cannot build for the future.
Marion
Meaney
Lytham
Why not go back back to proper teacher training for Primary School Teachers. I did 3 years in a Teacher
Training College, 5 days a week with lectures from 9a.m. until 4p.m. every day. We covered every
subject taught in Primary School and learnt how to teach it. Nowadays people could have a degree in
anything and a one year PGCE. They do not have the same confidence or know how that we 3 year
trained teachers had. At Secondary level it's different, a much deeper subject knowlege is required but
Training Colleges trained people well to teach their specialist subject. Do the children a great big favour
and return to the Training Colleges. Marion
michael
williams
oxford
It is time Government stopped doing with taxpayers money only that which big business should be
doing and paying for i.e. educating people in the academic subjects. Education should be first and
foremost about teaching a person how to be honest, how to respect others, has empathy for others, how
to care for the environment, how to be creative. Education should be about creating people who are not
consumed with greed, who do not get their kicks from violence. Once an education system has achieved
this, everything else will fall into place!
Jack
Mills
Wantage
The greatest mistake of recent governments was their opposition to Grammar Schools. The main fault of
the original system was the one-chance 11+ exam. Had the selection process been improved to allow
able pupils further opportunities to gain admission, these schools would provide a genuine 'equal
opportunities' education, instead of dragging so many state schools down to a common level.
Lynda
Hill
Pembrokeshire
Britain used to be proud of its craftspeople and tradespeople. In the eighties it became acceptable to
work in the city or a profession, but people doing blue collar jobs were looked down on. Since then
university education and degrees have become essential in all sorts of jobs that do not need a degree to
be good at. Many of these would be better served by an odl fashioned apprenticeship combined with day
release at a technical college, or just on the job learning. Exprience is also important, sometimes moreso
than an educational qualification.
Sonia
Virechauvei
x
Kylesku
I was born and educated in France. There, at the age of 16, I was told I had to go onto further education
and uni. However noone listen to what I wanted to do. I was "forced" to stay in the main stream
education system. The year of my BAC I lost total interest in my studies and had to retake the year and
exam. Once again it was suggested by the carrier adviser that I should go to Uni etc... I refused to do
that and went to a complete a professional degree BTS in hospitality. I loved it and was finally happy. I
now own my own hotel and restaurant and I am still happy 20 years down the line. I would love
someone from the government to ask me to go in a school and talk about what I do. I know architects,
plumbers, wood turners who would love to do that also. We need to inspire. Education in the XXI
century must inspire. This is not about forcing kids to follow THE path but to help them in discovering
what they will bring to the rest of society by being themselves. Really nothing is ground braking just
common sense.
Brian
Strawson
Lincoln
My son is currently doing his PGCE year so, hopefully, will be teaching next year. What assurances can
you give that he will be able to pursue a long career in teaching without having to spend half his
working life chasing targets that may or may not be realistic for the schools in which he works? I do not
want to see his passion for teaching diminished by political dogma.
Sue
Ramm
Wirral
I attended what was supposed to be one of the best girls grammar schools in my town 30 years ago. We
were taught latin and classics, alongside needlework and domestic science, and I hated every minute
and couldn't wait to leave. I felt then, and strongly believe now, that I was educated to a completely outdated, stereotypical, way of life that had no relevance once I entered the labour market. 30 years on,
with two daughters to put through secondary school, we looked round the grammars, only to find that
very little has changed. The ethos was still based on an uneasy balance of high academic achievement,
underpinned by the notion that the girls would drop out of the labour market to be wives and mothers.
Both my girls disliked the atmosphere on Open Evening, were completely put off by current pupils
muttering not to come here as it's shit, and have gone on to doing very well AND being very happy at
the local comp. Both are now at Uni.
Sandra
Williamson
Spalding
What are the children of today like with regard to education? A lot of them have no hope of progressing
from kindergarten stage due to the methods used. TRY TEACHING THE 3 R'S. Reading, (w)riting and
(a)rithmatic. Once you have established a good basic education, you will find that the children will be
able to progress. What is the point of having calculators and computers at school. The children today,
not only cannot speak good english, they can't even count without electronic aids. To stop a lot of the
disruption in schools, you should also ensure that they have sufficient games lessons, where they can get
rid of their frustrations by doing proper exercise, also keeping fit. If a teacher cannot control a pupil, the
pupil should be removed from that class and reprimanded by the head of the school, also, try detention!
With this in mind, perhaps we can get back to better schooling for all concerned.
RICHARD
BOWEN
NEATH
Quite a high percentage of the educational emphasis these days is on subjects that are only useful in
specialised fields. I feel that more practical knowledge should be mandatory to enable EVERYONE to
do the basic life skills. My core subjects would be basic maths, English proficiency- both spoken and
written, practical knowledge in electricity, mechanics, science, cooking, home making, parenthood,
contraception, ALL religions but non specific, with a mandatory pass required to progress to further
education. I would introduce a 1 year community service project which would also be mandatory for all
able bodied people living in the UK wherever their origin. When all the above are complied with, only
then can students be accepted for a university place or apprenticeship.
C
Pascoe
Slough
The current emphasis on getting children to university is totally misguided, as is any attempt at social
engineering about the background of children who do go. All it has achieved is a generation which has
put off the day it needs to earn a living, which has massive debts and thinks that's ok. Oh, and the huge
drop out rate of those who should never have gone to uni in the first place. Give children a real choice,
with real skills as well as academia. Give employers incentives to take on apprentices. Give children the
sense of achievement at being able to create something not just pass exams.
Cecilia
Angela
Jenkins
Oldroyd
Cheltenham
Derby
Think that there should be more work experience put in young peole leaving school
I would like whoever gets into power to recognise that home education is not merely valid as an
alternative method of education, but that it will sometimes look VERY different to a school-type
education. This does not necessarily make it any less effective; studies have shown that it is this very
fact that seems able to make it far more effective, for all income groups.
Vicki
Owen
Tamworth
I have a few specific issues with the education system. I wondered why I struggled so much to learn a
foreign language and why foreign students my age were so good at English. At first I thought it was
because they started at a much younger age. That is partially true, but as I have gotten older, I have
realised that we are not taught the basics of English properly. My sister teaches English and I asked her
to explain this to me. She said that English grammar is not taught until A level standard. For example,
how many English people who may have passed with a good grade at GCSE knows what a conjugated
or improper verb is? If we as a race are to stop being lazy with our languages; and stop relying on
everyone else learning English; and wish to compete in foreign markets against foreign competitors; and
our future workforce to be globally mobile, we must teach the basics of our own language at a more
accessible level, i.e. GCSE level.
Ella
Wallis
Birmingham
I am one of the extremely lucky mature students who have been offered a place at university for later
this year, whilst many of my fellow students are suffering with rejection after rejection and are
struggling to make ends meet. There have recently been reports of fee's being increased whilst the
number of places continue to drop in many areas, health in particular. I am terrified for the future of
education because people like me who have raised their children and are still quite young are faced with
living in poverty in order to study and better themselves. I know so many people who have had no
option but to drop out due to the dire financial position students are placed under. Other fellow students
have moved to Scotland in order to gain a financial burden free education. The whole situation is a
mess. What is the truth, where do prospective degree students stand and what does your party intend to
do in order to safeguard the future of higher education in England?
Beryl
Pratley
Winchester
stop schools pretending they know about the world of work - most of the teachers don't, and they have
enough to do. Let young people exercise the right to have a personal programme from 14 to combine
school subjects (GCSEs) and study/practice in FE - the Diploma, but supervised by a panel of
employers. Train mentors/supervisors in the workplace to do a real job overseeing the early stages of
work/work experience in companies Create a government department that has the word"education" in
its title, and put further education with universities and business enterprise
David
Hill
Doncaster
Do not use education as a political football. Leave education to educationalists. Do not appoint political
sympathisers (e g Woodhead) as supposedly neutral arbiters of quality. Abolish the national curriculum,
SATs and the invidious league tables. Get rid of ridiculous "school leadership" training and allow the
cream to naturally rise to the top instead of the ambitious second raters. Promote stability and continuity
in place of the continually disruptive "management of change". Get rid of stupid targets which any half
educated statistician will tell you will only lower outcomes. Reinstate high quality FE and accept that
HE should only be suitable for and available to the most highly motivated and most intelligent (Golf
greenkeepers are better trained on the job with FE input than at universities) Reinstate recreational FE
courses (eg pottery, conversational French etc, upholstery, model engineering, etc,etc) the costs would
be more than covered by the consequent savings in health and social care budgets. Stop spouting
nonsense about the value of parental choice and school self management and control of budgets. and
recognise the value and economies of scale of LEA control.
Scott
Hewer
Birmingham
amanda
gary
simpson
fleming
brentwood
sutton, surrey
I recently graduated from university and am now at the cross roads where I need to decide what
vocation to put my mind to. Unfortunately neither my primary, secondary nor university education has
prepared me in any way for what the working world is like, or helped give me an idea about what
occupations I would be interested in. Moreover, they haven't provided me with the necessary skills to
cope with the modern working world (I have NEVER met anyone who has used the high level maths &
science I learned at school in a working situation). Luckily I have gained much work experience
alongside my education off my own back and have had to learn for myself what makes the world tick.
Not everyone has the initiative, support or knowhow to do this however. Surely our education system's
job is to prepare children for life in Britain so that they can go on to make a benefitial contribution to
society. Politicians seem to be constantly arguing about the terrible economic situation in Britain where
individual debt is one of the highest (if not the highest) in the western world, but I have not once heard a
politician suggest that perhaps the education system could be to blame. If children leave school at 16
and have never been taught about credit and managing their personal finance then how can we expect
them to say no to credit companies handing out loans and credit cards left, right and centre? It is not
rocket science... WE DESPERATELY NEED TO REFORM OUR OUTDATED, ACADEMICFOCUSED, INPRACTICAL CURRICULUM TO REPRESENT WHAT HAPPENS IN THE REAL
WORLD!!!
It is important for everyone to have an education so they can fullfill their dreams.
There is plenty of effort in producing 'apprentices' at colleges. But these are not real, there is no job
attached. Most finish their training and then drift into benefit stupor when they realise there are no jobs
for them. And do the colleges help? No, they run a mile rather than have anything to to do with
something so grubby as getting work for their students. My son is taking a plumbing 'apprenticeship' at
a local college. I asked the head of department if the college can help him get a job, set up 'partnerships'
with likely local firms, maybe some work experience even. He looked shocked. "We don't do that! We
only do the training here." Ah yes, he gets another bum on the seat and another tick in the box as he
propels yet another young paper plumber/carpenter/brickie/sparkie etc etc into a jobless workplace. He's
alright jack. Someone should shake him and all his ilk and point out just WHY they are training these
youngsters. It is to GET THEM INTO THE WORKFORCE. Not just give them pretty certificates to
hang up at home. The man even had the cheek to say to me 'unless your son gets an employer to sponsor
him he cannot do the next part of the training'. And don't expect any help from him of course. I pointed
out that we had written and contacted 42 possible candidates for employment. Only a handful bothered
to reply and that was to say 'sorry, no vacancies'. 'Well keep trying', said Mr Wonderful. Maybe I should
try the much hyped government apprentices web site? Ignoring the usual round of dead links (a
common failing with this apology of a resource) I thought I would try the jobs section. Let me try
'plumber' in surrey. 0 vacancies. Ok expand it to London as well. 0 vacancies. Ok the whole UK. 5
vacancies. Good. 5 vacancies for the thousands of youngsters taking plumbing courses. Still, that is
better than carpenters, there are only 2 vacancies nationwide there, and both in the same company. The
government should do much much more to encourage employers to take on trainees. Any government
contract handed out to any company that is worth over a certain amount (eg £1m) should insist on a %
of apprentices being used by the company. I also notice a new scheme to give small firms £2500 to take
on an apprentice. Great. But it is only for the NEETS and isn't for anyone who is currently 'in training' ie the kids without jobs but already on a paper apprentice course. Oh, and the scheme expires in a few
weeks. This scheme should be permanent and open to all unemployed youngsters both in and out of
training. 'Britain needs 5000 plumbers!' scream the newspaper ads for the dodgy 6-week training
courses that promise to turn you into a fully-qualified plumber. Really? If Britain does need 5000
plumbers and all the other trades too, then it isn't going to get them from our youngsters who are not
being given a chance. Hello Poland!
Jinny
McDonaldMatthews
Watford
It’s essential to involve employers in education as they are the customers and can help young people
fulfil their potential. With skills gaps and an aging workforce, key industries like science, engineering
and manufacturing need a pipeline of young talent. That is why Semta is working with employers,
further and higher education to support Diplomas, apprenticeships and vocational qualifications at all
levels.
Barry
Ashton
Simpson
McNair
Croydon
Croydon
I think we need more money for EMA
I would like to see more funding for 18+ to get into courses and enable them to learn to get a career
Anonymous
Sender
London
More practical 'trade'courses/workshops for school children to taste a variety of different future
employment opportunities and gain practical experiences which will help them decide their career path.
Jack
Bradley
croydon
Robert
Tyrrell
Croydon
Dave
Johnson
croydon
Anonymous
Bijal
Charlotte
A
Amin
McCarthy
Croydon
Croydon
Croydon
We need more practical experience, more involving work experience, more employee contacts and more
skills base learning - can take onto employment.
Like to see people learning more about British History. Also more hands on work less on health and
safety. Find out what they enjoy doing.
The recognition that practical and vocational training is as valid and useful as academic skills and not
just for the less able.
Focus needs to be on alternative education provisions and context.
More resources. Pupils should be provided with help and education and more activities.
more funding for health and fitness apprenticeships
Jerome
Smith
Croydon
I do not feel young people should be allowed to leave secondary school education without obtaining a
good level of Qualifications in a similar fashion to the system they have in place in the U.S.A.
Nadine
Jo
Tarry
Tarry
Croydon
CROYDON
Rikki
Amanda
Lambeth
Ruck
Croydon
Croydon
Amanda
Peart
Pymouth
Marian
Farrell
Derry
I think that they should have more teachers that have the right qualifications.
I think that if at university or college there should be more help funding your costs and everyone should
get EMA.
teachers that can control the class and more books to learn more.
Lower the uni fees. Setting up a payment scheme to keep the 16-18 year olds in further education if they
haven't any prospects.
Am i alone in thinking that teachers these days teach only because that is all they know how to do? is it
too easy for people to become teachers? should teachers go through a thorough training to see if they
have what it takes to work and deal with children on all levels and not just education? Lets face it we
put a lot of trust in teachers to help nuture, teach and guide our children, but i have found that the
majority of teachers do not actually have the skills to listen to a child when there is something wrong or
they are struggling, children are supposed to be there to listen learn do well and thats it where teachers
are concerned!! They demand respect but dont know how to use it themselves, so what are they really
teaching our children? Teachers and their piers moan and complain about childrens behaviour, but dont
stop to think that their actions play a part in how children behave! Children dont just emulate parents
they emulate teachers too and all forms of adults. So in my view they should act with respect be taught
how to councel children and most of all use the best skill they have their EARS perhaps there wouldnt
be so much bad behaviour in schools1
I am a special needs teacher in Northern Ireland. Several years ago I was reading about the efforts made
in the Dutch secondary education system to provide a mix of academic and practical education for all
pupils - with both being equally valued. Two quotes stayed with me - ' It is no more intrinsically
difficult to learn Latin, than it is to learn how to plumb a bathroom.' ' We need a lawyer once or twice in
our lives. We need a baker every day.' I really like the Big Picture model of educating one student at a
time. http://www.bigpicture.org/big-picture-history/
Raquel
Toney
Southend
If it were compulsory to eat, in that someone *made * you sit down and eat food you did not fancy,
would you not feel turned off food? of course you would! Why do we talk about education as
compulsory then? I realise that this is how the law has termed education, but really, why are we sticking
with Victorian ideologies? This is the 21st Century. Surely nothing should be compulsory in a free
society? Learning should be as enjoyable as cooking. And I don't mean catering, I mean cooking
creatively. Open up learning centres full of computers, books, tutors, etc and let people really educate
themselves intrinsically! If I were in such a position as yours, I would be doing something exciting and
modern and unorthodox.
R
Heaton
London
Lance
Chanel
Rowe
Edwards
Croydon
Croydon
Use more electronic whiteboards. Use more computers to motivate students. Use extensive streaming
for eg, maths, languages, arts.
Explain things better in school, go into detail because some people are shy.
When pupils ask for help, for an easy way not to teach the children they tell them off instead of
explaining the work. It should be changed that the children who don't understand, get extra help.
Hollie
Tristam
Leics
EMA bonuses are the most ridiculous idea ever, what about all the people that have turned up for every
lesson and continually worked hard throughout the year, how come they aren't entitled to such
bonuses?? Just because someone comes from a reasonably well off family doesn't mean they should not
be rewarded equally for their hard work, what kind of an incentive is that for the rest of us to work
hard?? Another pressing matter is the way that grants are decided form financial information from the
previous year, especially with so many people being made redundent, the informational is irrelevent!
The money that you earnt last year was spent last year on living!! The trouble is that it is hard to
appreciate these matters unles sthey are happening to you!
judith
hughes
Alnwick
I'm a retired university lecturer. I think we need universities for vocational learners. We should turn
some of our ex-polys or colleges of further education into degree-giving institutions for builders,
painters and decorators, carpenters, electricians, plumbers, stonemasons, roofers etc. Students would be
undergraduates with all that that implies...they would learn trades along with business studies and have
opportunities for other cultural activities. Current colleges do not offer young people the life-style for
which we should aim for all our children.
Careers advice from Year 7.
Teachers take more control of the class by using better punishment
. I think we can improve more on a lot of things, and if we had much better teacher I thing we could
improve on a lot
. The only reason people think it isn’t working is because a lot of students couldn’t give a damn about
their education
A lot about careers advice
Actually get teachers that can control the class as it ruins your education.
Add more necessary subjects, like colleges, just at a lower level, so then colleges can take on
experience, & then maybe employers will look at it that way too.
All I would do is help people with all there problems and give them good education
Allow people to choose what days they want to do school or college and plan their days out instead of
set time.
Although the teachers are amazing and help us with our cvs, we don’t actually learn work skills like
office work. They need to teach us more about the outside world.
As soon as people get into year 7 you should tell them about their choices
Ask everyone what they would change and try and make the education suit them.
At my school being educated on careers is fine. However I feel that the education system in general is
so boring especially in the boring subjects such as science and maths, which you have to take so the
teachers could make it more interesting.
At the age of say 13 you should be asked what you want to do in the future, and learn about that specific
thing and all the skills/subjects that come with it, that way you will be ready to work rather than look for
jobs with the random qualifications u have
Basically, My opinion of all of this is that a lot of people think that disadvantaged children, say ones
with disabilities aren’t able to do normal work, but that is totally not on! You see Stephen Hawking, he
is amazing for his condition, and I respect that.
Be less strict for pupils that don’t understand a question in school.
Be paid if you need to, to come to school
Because after year 10, kid choose there subjects. they might only just go for pe ict and history which
wont learn them much about everyday life they should have a normal subjects
Better careers advice
Better careers advice
Better careers advice
Better careers advice from year 7
Better choice of learning
Better facilities
Better lessons that are more interesting to learn
Better offers of jobs would make a huge difference; I’m hoping I get a good grade at end of school
along with a pass for 2 GCSE exams... Thanks for listening
Better practical classes
Better preparation for our future
Better school facilities
Better school lessons.
Better subject choices
Better tutors and assessment methods
Better vocational options
Better work experience
Better work placements
Bring more people from outside the school in the help future years. I’ve already made my options for
future, some people however need more influence from outside the educational world, to open their
eyes to other things than just black and white writing.
Bring people who have had more education and have been teaching for years, we should have CCTV
cameras in classes to watch the children and security devices for better behaviour, further more you
need to teach the pupils in a fun way and understand them!
By doing more maths English and science to get your grades.
By getting teachers who actually care about us learning something. They should tell us about other
options for after school and not just keep telling us about/ to go to sixth form.
By giving careers advice to younger ages, and to help with subjects needed to get certain jobs you want.
By giving pupils more time to study the employment area of education, making them aware of all the
risk etc. You could get yourself in to e.g. debt thank you and goodbye.
By giving young people who have a bad background more of a chance at getting in to university
By having classes work together and mix with different people and don’t stay with the same people all
the time
By having less subjects to take in 3rd/4th year.
By having more choice to choose a job with u like
By having more fun lessons but no messing about of cause
By having more teachers involved.
by letting everyone use books so they don’t struggle
By letting them learn themselves and not to be pushed to do something and for teachers to be a little
more lenient towards their work and not to shout at them if they get something wrong and let them
correct themselves
By letting younger children get the taste of what it would be like when you get into university
By making kids learn more about jobs at a younger age.
By making teenagers stay on until all years at secondary school are completed and making sure they do
everything they can for teenagers to pass their A Levels.
By making the teacher smarter
By making the teachers make more of an effort and listen to your views. And also- tests can pressurise
students, Children don’t need the pressure of teachers putting things on them.
By sometimes letting the students having their say in what is difficult for them instead of
Parents/Teachers to.
By starting school at 4
By teaching younger children work experience so they are ready for it in the future.
Career advice is only given from 4th year in Scottish schools (right before work experience) I think it
should be available from the start of high school. If people know what they want to do when they leave
school they may be more dedicated to stick in.
Career support from a younger age
Careers advice
Careers advice should be given to children from year 7 as some children think about their career then
Careers advice shouldn’t start at a young age such as 7 because it may confuse younger children but an
age such as year 11 will give them a good start
Change facilities.
Change the method of teaching to a more fun method
Change the school hours to less so we have more free time
Cheaper university fees, especially considering the number of graduates currently without a job,
showing the true value of a degree
Children need an absolute understanding of what the world is like without being under their mothers’
wing.
Children should get to have their say on how the lessons are taught.
Definitely more experience is needed for work whilst in education. I think it would be rather scary to
get a job now, at 16 I don’t really know how the environment of working life would be like. So schools
and colleges should reinforce an experience of work
Definitely should not offer careers advice to people from like, year 7. They’re too young to be thinking
about that: P I think, you know the subject PSE? Or is it PSD in England?
do have more facilities in schools and more equipment and teachers giving more carer advice to
students
Do lots of classes to say about education with teens and their parents
Do more work experience!
Don’t do the unneeded things at school to get a job like just do normal maths not all the stupid things
that you don’t need for a job!
Don’t focus on grades so then they can learn better
Don’t let disruptive students ruin lessons
Education has to be more fun so we can learn more without being bored
Education is education really, it depends on how much concentration people have in there school times
Education is focused too Much on Test and Exam Results. I think it Should Be Focused On Making Our
Future Lives Better, like more P4L (Preparation For Life) Lessons.
Education is good but some children disagree with what I’m say
Education is something that us children need in life. People that don’t have education make it harder for
themselves to get a job when they’re older. Kids probably don’t like school etc but they probably don’t
realise that they’ll need it for when their older.
Education needs some good staff
Education needs to change because I actually have no idea on what I would like to do when I’m older, I
mean teachers in the last two years just start telling and asking us what we would like to do, and we
have no idea! Then we start GSCEs and A levels
Education System should be more about jobs and how subjects can be involved in different sorts of
jobs. Then students won’t be in lessons like What has this got to do with work? :)
Education will get better by its self but we can all do our part to help in our and others Education
Encourage students and help them getting into university.
Everyone does the same GCSE’s
everyone should have an opinion heard on education
Exclude disobedient or disruptive Pupils!
Extra learning support
Extra lessons
Fairness for all learners
Fewer hours!
Find us jobs we will be good at
Finishing up my Bachelor of Engineering (Civil) in four months AND with a Canadian degree
(supposedly world class), I feel that I have little chance finding a job in my field due solely to a lack of
experience.
First I would let children from as young as year 7 see careers advice people because schools are leaving
it way too late and waiting till as late as year 10 also teachers need too make business studies an actual
core subject rather than an gcse option.
First train teachers, if they haven’t got good education they shouldn’t teach. Young people don’t know
why their life is really sad, it should be a course little groups do to talk about what they really think or
want
First, I would change the teacher’s money. Then I would do more schools with more books on it.
For children to listen!!!!!! because when they grow up their parents still say you need to learn so you go
university and have a good job.
for students to get the right education they need a wide range of subjects
Forget keeping kids in school until they’re eighteen and let them go when they want.
Forget pressure - stress kids out, its the only way they’ll learn. If they can’t handle pressure, they
deserve to fail. Teachers are forgetting their jobs - they’re there to make life horrible but instead they’re
trying to be our friends. Ridiculous.
From the age of 12 all pupils in all schools should learn about business
From year 10 onwards pupils should have careers education in school, this would include, laws,
religion, etc
Get jobs advice from year 7
Get more equipment in schools
Get More Help With Exams.
Get more jobs available to help our education.
Get more work experience earlier in life. Get smaller class sizes so you have a better chance of
understanding things. Teacher that will not get frustrated when you don’t understand something.
get people to get more jobs
Get rid of high and low sets
Get teachers that can connect with the kids
Get teachers to learn different ways of teaching kids.
Gets a message out to parents if they want their children to have a good future make them save for a
good future
Getting a more hands on experience for the younger generation with far more career opportunities
Getting more people to participate and making it more
easier for people that are
having trouble by like helping them for with there education.
Getting some better and more understandable teachers
Give a choice on what lesson you find suits you after you have tried all and mainly concentrate on that
lesson
Give employment lessons
Give learners more opportunities, so they can flourish in working life.
Give more time before giving out a test
Give people more chances to learn.
Give people more opportunity offer them more work experience. Teach subjects that are needed rather
than things that are not needed
Give students a bit more time during work experience to fully capture the element of careers and salary.
Give us more practical lessons
give us more time on exams
Give us more work experience
Give us more work placements
Give us teachers who know about the real world
Give young people more of a say
Give young people the opportunity to be able to change the education system
Giving year 8s more help on the gcse
Go two school two hours later than now so you would be more focus and have, but go home later. I
wish teachers would be more friendly
Have a better choice on what you want to take at high school for future jobs, not qualifications you
don’t need.
Have better equipment
Have business lessons in our school to inform us about jobs and why we need to go to university
Have career days more often
Have computers books, as these are very useful.
Have education from year 7 starting to prepare you for jobs , how to write cvs, have information
booklets, more work experience to plan you and prepare you in what you want to do ,more advice!
Have fewer days off in school and stuff because there are too many days off.
Have less homework and more time to study. Have wifi in classrooms and everyone has laptops
Have Longer School Days So We Can Learn More. :)
Have more employment-based learning (learn things relative to the job you plan on having and skills
that you will need later in life rather than things like finding the circumference of a circle or the formula
for alkenes and alkanes).
have more help with choosing a better future, knowing what your going to take at college and what you
could do from getting the qualification or if you need to go on to university,
Have more involvement with the children, with more options. They need a wider understanding of the
work place, possibly longer or more work experience? Many are unaware of the current climate of job
market, which is not helping them enter it well.
Have more lesson choices in year nine.
have more lessons about university
Have more One on One time with teachers
have more people you can talk to at school about things
Have more resources for studying with make higher education more accessible for people from poorer
backgrounds.
Have more teachers
Have more time learning than having time off and may need to induct for job and the pupils, pupils
needs to have stricter teachers.
Have more work experience to get to know people more and how to behave in a job.
Have more, longer work experience, and have some lessons about jobs, teaching you about
advantages/disadvantages of certain jobs, and to help you pick what GCSEs to take.
Have someone that anyone can talk to about it all. Let people go with some friends or on their own so
they feel less shy. Tell them more about what is happening in the credit crunch so they know more
about that as well.
Have stricter teachers
Have subjects make their material more relevant to real life situations.
Have super learning days, they teach us how to get jobs and make cvs
Have teachers explain things more
Having a afterschool of math science everything for they could learn more, and a homework school too
for everyone can do his homework.
Hear more student’s opinions
Help children to understand more about the world of work
Help me to get the right job
help people more in what jobs they want to do
Help prepare us for the future
Help to let you apply for jobs that suit you.
Help us get good grades
Help us get good jobs
Help us get jobs.
Help us getting jobs
Help you to get the best job
Help younger children more with careers.
Higher pay, and stop people form other countries stop taking our jobs and get jobs where they live.
i am not too sure how I would change it, although they could extend our education because I would like
to have business studies in our school yet we don’t
I am not very sure but I think that education is here for every one so if education is there use it and we’ll
and enjoy life.
I believe children should learn about the options that are available to them in their future from a younger
age, as a lot of children and young adults aren’t sure of the wide variety of options they do actually
have.
I believe more extra curriculum activities should be on offer to get people more prepared for adult life
I believe that more emphasis should be used to help people for future employment 30 minutes a week or
something so that children know what to expect and can also learn how to cope interview situations.
I believe that schools should start GCSEs from year 9 as it would increase the amount of GCSES that
young people are leaving with in total, I completely believe that year 9 students are capable of doing
this. :)
I believe that the Education system should be more focused on the skills needed for everyday jobs,
rather than jobs which are hard to get.
I can change the work experience slightly to make it a bit better
I cant say because I would do anything they beg me I would help everybody the hobos and make sure
that I’m good not bad see yaw :}
I could change it by helping kids to get a more practical education
I could change the education system a lot by giving children more types of lessons that they would more
enjoy and maybe would like to have a job that involves that type of lesson for example if they wonted to
become a daycare owner they could take lessons.
I could change the education system by, Making education a little easier so people can understand it
better, and get a different variety of jobs.
I could change the education system is that I could make the world a better place and be able to get a
good job
I could change the educational system by letting younger people know that if they need anything I can
help them with it and I can give them educational help
I could make it more fun so children can always say we want to go to school and sleep really early.
I definitely think children need to be educated in the world of employment sooner; they’d be brought up
with motivation.
I Do Think education Is Ok, At The Moment, But They Should Teach About Jobs More Often! OtherWise School Is Just Learning Some Languages And History, Although.
I do think that job discussions should start at a younger age. Most year 7s just think school is fun and
easy to mess around in but if they had a serious conversation about future job prospects it may help
mature the a bit and aim towards a goal.
I do think that more teachers should spend more time on the students that are good and not on the bad as
they do
I don’t have anything in specific which I would say to change about the education system, other than to
encourage them to influence more social requirements for experience working in a job. Often schools
don’t teach the basic sociable needs.
I don’t know I’m only 12 but I think they should make it more practical.
I don’t really know how I might change the education system. But I might have a go at this question, I
might ask everyone at school and ask the teachers how they might change it and then I might come up
with a brilliant idea and exchange it to a big idea.
I don’t really now but if I had my way I would make things as fun as they can get and be more serious
about racism
I don’t really think it is right keeping the younger people till they are 18. They should stay the same way
I did
I don’t think I would change it hugely, as I am in my schools sixth form and I picked the lessons which
I prefer. Therefore, I enjoy all my lessons and I chose them because I know I need them for my chosen
career path, thanks to my schools career advisor.
I don’t think I would change much but I would change that we should start choosing our subjects for
lessons sooner (yr 8-9) because your making a decision that will decide your potential future.
I don’t think I would really change much about the education system but I think that they should bring
back year 9 sats. And give advice about future plans to year 8 students as well as year 9s.
I don’t think it should all be about qualifications
I enjoy learning with practical exercises, I also find drawings easy to understand than text
I have no idea I was maybe thinking you should put down the credits of the pets to 15c or something
I just want it to change its IAG
I like the education system as it is. I think they could maybe make some small changes like helping to
support students and less homework
I like the education system but I would like to make more jobs and other languages available
I like the education system how it is. I think they should in GCSE exams should have a limit of marks
and if you get that limit then you’re allowed to go to university, What I mean it they should lower the
marks to make it easier for people to get in.
I More homework
I personally think that when you have past year 6 you should be able to choose what lessons you need
for certain jobs in the UK such as if you want to be a pe teacher you will need pe, English etc not Re,
History ,Geography thank you
I personally would get better educated teachers into schools so that the children get a better
understanding from the teachers
I personally would get younger people e.g. infants prepared for the future and learnt more about
education I think this because it should prepare us easier than doing it later. If we started teaching
children like myself at younger ages it’ll help them
I reckon they can change education by helping us for 11+ exams
I say that the education system should permit the children in the school too choose what they want too
learn and that all the private schools should NOT charge for a better chance off children without school
too get a good education for the future!
I slightly think it is hard to find a job because of the credit crunch but it wont effect u. u just need to
learn at home to keep your grades up
I strongly think that teachers should be more stricter so children will not mess about and fall back on
there school work, but get there head down and work harder in lesson time, and listen.
I think teachers should stop letting pupils swear
I think add as much employment as possible because all high school kids are going to come out
wondering what hit them
I think all children should get a good education and prepare them for the future
I think all kids from year 7 should do English media
I think all kids should be encouraged into college because a lot do not bother and live off benefits with
no jobs. Career advice should be given to the age of 13+ also.
I think all people should get jobs and not be on streets forever
I think all pupils should be allowed to choose what subjects they should be learning but only from the
ages off 11 to 16 the reason for this is so that they are learning the subjects they will need in the future.
I think all schools should start to guide young people towards a suitable career. With emphasis on both
academic and vocational courses.
I think are schools should let us find stuff out for yourself because at our school in geography we just
copy from textbooks
I think at schools they should have shorter break time so they can learn more.
I think at yr8 we should be able to have options instead of yr9
I think careers advice should be given in years 8-9.
I think changes in the education would be good but we still need to learn the stuff to prepare you for the
future.
I think children and teenagers should be taught what they want to be taught, its pointless teaching
children subjects that they will never use.
I think children should be pushed to get a better education. Many teenagers leave school at the age of
16. And go straight into employment, doing this means they have a low income. I’d rather work longer
to get a better job, so I can support my self.
I think children should be taught more effectively with more experienced teachers that help us when we
need it
I think children should get more help from schools to get better jobs.
I think children should start working towards the career/job they want to be at the age of 12 because
children are slightly slacking back with homework etc ;)
I think education is very important to getting a job as the job you go to you will need the education so I
would make food and clothes cheaper
I think education should b adapted by everyone
I think every student when they get to year 10 should have regular advice from a careers counsellor. I
think that there should be more than one opportunity for students to go on work experience. I think that
three lots of work experience would be better.
I think for GCSE's they should include more popular options like beauty or photography as a lot of
people I know have gone on to study that but think it would have been better if they where able to have
studied it as a GCSE so they had some idea.
I think how I would change it is to make it more of a fun thing and have a bit more education.
I think I would change the education system by letting pupils have more free time for their brain to
restore
I think I would get rid of the people who are disturbing people from working and getting there A levels
and it wouldn’t be fair if you got a rubbish grade in a subject that you are amazing at.
I think I would have less homework but more education at school so that you don’t have the choice
whether you do it or not.
I think I would improve the education system by having more disabled helpers and more teachers
I think Id make it more interesting for children so they would actually like learning.
I think id start education from year 8, and start job experiences sooner then year 11, because it is harder
to get jobs now and students need the best we can get really. considering it is going to be harder to find
work in the future.
I think instead of making people pick there options in year 9, they should pick them in year 7 so they
can do what they want instead of wasting 3 years doing things you don’t want to do. it will give you
more education on what you want to be.
I think is Colleges should be less money!
I think it could be changed by using simpler words than harder word for some children under 12 so it is
fair.
I think it is all right as it is apart from I think that children from year 7 should be able to get jobs easily
and it’s not got to be based on experience entirely.
I think it is alright how it is, however I have done one gcse exam and I found it really hard and so did
everyone else. So they should make them easier, especially since the papers from other years that we
did for practise were defiantly not as hard.
I think it is important that children from year 5 should be taught about this as children are growing up
faster nowadays.
I think it should change, there’s not many options quite a lot of kids would like too take, or not the right
one. They should make getting into college much easier, instead of a lot of students not going far in life
cause they never got accepted.
I think it should have more ways of learning because some people would prefer more practical things
other then just sitting and copying out of textbooks. I think they should make sure everyone is learning
in a way that suits them
I think it should prepare us for work
I think it would be better if everyone learned about work and had experience when they are in Year 7,
because it would make a big impact
I think it’s important to study languages because 1/10 people in the UK can only speak English. Maths
is also important cause you use it daily. School lessons should be more practical though, so you are
prepared for the future.
I think it’s pretty good, I just think there should be more careers advice from early on.
I think its better everybody goes to school and to help everyone. I also think it will be better to help less
privileged people to get into schools.
I think its not fair for lessons to be getting harder each time
I think its pretty good at the moment but we could have a bit more support with jobs.
I think job education should start at year 7 and we should have test jobs like working with a person who
is fully qualified and when u r in year 8 -9 u should start to work your way up to a full career
I think kids need to learn about the things that are happening in the world to help them when they are
older. :)
I think kids should be prepared educated and ready when the get out of school so they know what they
want to do where and how there going to achieve it
I think kids should be told what they can pick, like a list of them because a lot of children don’t know
what they can pick just the lessons they learn
I think more people should be learning more from age 7 and up be coz my friends child isn’t learning
properly
I think more work experience opportunities should be available.
I think more work if choose to can go after school
I think people my age should be able to leave school at the age of 16
I think people should get more education and more interest
I think people should no that there vampire playing on this
I think people should not get pushed about by tutors just to get their job. That’s my say
I think people that are different colour and maybe a bit old or young should have a fair chance as a
normal person
I think people who misbehave at school should be disciplined harsher because they are ruining
education for people who actually want to learn. I also think schools should do more to help people get
a job/get into university.
I think school should be more fun but you get educated
I think school should tell children from year 7 should be told about careers so they are warned about the
difficult if they don’t go to school. The government should make an system that people should have
extra sessions after their school time (optional)
I think schools need to give students a lot more chances to gain experience and need to support them
more and give them more advice about what jobs they would be good at.
I think Schools Should be more stricter in children’s education, for example when children aren’t
listening teachers ignore them and don’t teach well
I think schools should give more opportunities for work experience, most schools only do it once, but a
week isn’t really long enough.
I think schools should have better teachers because some are not very good. They should have a better
CV.
I think schools should introduce more practical courses in different subjects that allow people to
develop their skills.
I think schools should start helping prepare for careers at year 7 then when students leave school they
will be fully prepared for a career.
I think some of the really boring teachers need to liven up the lesson so no kids fall asleep. Also we
need more EDUCATIONAL school trips and get others involved more
I think students from a young age should start to learn about career choices and A level choices, because
when the time finally comes, it becomes quite a shock!
I think students in high school should choose to do P.E yes you do need your fitness but unless your
going to be a P.E teacher or a sporty person in your job you don’t really need to do sport at school
I think teachers at my school should be more intense in the way they teach, and do more things to
convince children to learn, maybe making the lessons into songs, I know it sounds ridiculous, but
people learn songs a lot easier then things like maths.
I think teachers can change their teaching style
I think teachers should earn more money
I think teachers should maybe help their students a bit more just to give them a bit more of a chance to
get a job at their age now.
I think teachers should spend more time with certain pupils.
I think teachers should teach us more about money skills for later life.
I think that all people over 20 should have a very good opportunity to get a good job if their education is
good
I think that an education is important but we should be able to be given options at a younger age
I think that Career lessons should be part of the curriculum but I think that GCSE options are chosen too
early, as most people are not sure what they would like to do in the future like myself.
I think that children from year 7 should be told about different jobs and what changes year 7 pupils
should make in school to get a better future
I think that children in primary school should not get taught careers advise, but once they get up to high
school they should learn more about it.
I think that children should be introduced to the aspects of work from year 7, instead of introducing it
later around/in year 9. I think it would be less of an impact for children, and a gradual build up of
knowledge on the subject would be best :)
I think that children’s education needs to be more supportive in schools around the UK. Children and
teens need their education if they want to be good in life. More equipment should be provided.
I think that education should be free to everyone
I think that education system is working fine as it is but it may work better if you start learning for your
gcses from yr 8
I think that every age group should get taught about the educational system! So I would like this to
happen
I think that every one should get a job that they like and that they are good at
I think that everyone deserves the right to go to school and everyone deserves the right to have a job. I
think everyone should be able to go to school and to go to university/collage and have a job.
I think that from year 7 they should help you to choose better options for when you get your options in
year 9.
I think that I would change methods a little bit in some subjects so that we have a wider range of
methods in curtain subjects.
I think that if all the teachers were more enthusiastic and if they could take into account the way the
students feel the students would have more respect for them.
I think that if they spend more time advancing the opportunities for the younger generations and
upwards then it will have a big impact on knowing what they need for they’re for a student’s future,
instead of doing something wrong and finding out later.
I think that in school when your year 7 you should have the chance to experience work and ideas for
jobs when older.
I think that in schools there should be more focus on getting the right jobs, what sort of job
opportunities are out there, and support for further education with job placement at hand. There should
also have more of a chance to do work experience in school.
I think that it doesn’t need to change but I think that they need to change the way they teach children
and teenagers about jobs choices and what types of jobs there are.
I think that it would be for the best if everyone was forced to attend school. Maybe it would teach
teenagers that set bad examples a lesson.
I think that kids should have slightly more freedom
I think that maybe some lessons should be more focused on others as they lead to more jobs that are
possible to become also I think we should make sure everyone will get a well able job
I think that more people should be able to get into university
I think that once you get to year 8 (by then your use to the seniors school), you should doing 2 weeks of
work experience every year to make you more prepared
I think that people do not value their education enough. I would not make huge reforms to the education
system. I would give more funding to schools who have a genuine interest in improving their quality of
teaching and who want their pupils to achieve.
I think that people should always listen to the children as well as adults to make education fun and be
able to learn. I would change the system so that people should have at least 3 hours of business studies
a-week so we can be prepared for when we grow up.
I think that people should get paid at school
I think that schools should drop social life studies and make it more practical if they insist on keeping it
we never actually seem to study social life we always do subjects that we've done before and I know
recycling is important but we never do others.
I think that schools should teach the value of money in schools
I think that schools should understand what we are going through that way schools will be able to help
us find the perfect career and best suit for are future.
I think that secondary schools should have more options for kids to take and brighten their future
I think that teachers should get more training
I think that teachers should give less exams but make it harder so that they really know how well the
student is doing, but also marking them on their classwork too. Teachers should also prepare us for our
future education at a young age.
I think that teachers talk so much about how university and education can get you a good job, but they
don’t tell us why. I think they should start teaching us about it in year 7, and then we will have the best
idea as to what GCSEs and exams to take.
I think that teenagers should have more varieties of subjects about jobs in school. For example, you
could have a beauty class if you wanted to be a beauty therapist. I think this would help the system a lot
I think that the education needs more than just simple things they should add more to it so its real good
education I would change it completely by like I said adding more things on too it not just keeping it
simple
I think that the education should be more to do with the jobs and the law
I think that the education system should teach things on current events, why they happen, how to stop
them etc. I also think that I have a minimal right to assess My Knowledge, rather than a piece of paper.
I think that the government should do more for kids in education, such as fund them more with
universities This is why we should stay left wing. Also I do not believe in EMA, I believe that that is
what is included in your benefits already
I think that the governments, councils and schools should work together to improve the futures of
student by teaching us about jobs in preparation as we grow up. I am in year 8 and working at an above
average level but still trouble with job information.
I think that the teachers could explain more
I think that the teachers need better knowledge
I think that the way they teach Mathematics, the standards could be improved as the standards of
mathematics have decreased since about 10 or 20 years ago.
I think that they need to teach us about the future before we pick our options
I think that they should be more education about jobs and university for year 7 and over because it
persuades them to want to learn more
I think that we nee to change the education coz then people can learn more and have a good job in the
future and just have fun!
I think that we should be getting more career advice in the education system from an earlier age because
not all children know what they want to be when there older so it could help support them in making
that choice.
I think that you shouldn’t have to be taught as much as we are because half of it we are probably not
going to need anyway.
I think that younger people in school should stall longer and as the move up a year they get less and less
time in school in till they/we get to yr10
I think the children have to do fun stuff to be honest or they will be bored at school and not learn
properly and the children need to listen carefully to what their teachers say. I had a CV Work in year 7
and it’s useful as well they teach you good.
I think the children should learn about career options from an earlier age
I think the curriculum should make more lessons about careers and business.
I think the education system at the moment is amazing, but to improve it I would ask for more support
on finding out what you want to be when you're old, career-wise, and also help children get into the
work experience they want instead of a school ect.
I think the education system is better with more practical learning it than without it.
I think the education system is fine at the moment. Although more advice on job options should be
allowed to year 7 as well, because going through high school is getting you ready for the challenges you
face when you finish school.
I think the education system needs to start doing more exams for lower schools and make them harder.
As for some pupils They find it difficult, or they find it easy, so there should be 2 different exam papers
for the 2 different types.
I think the education system of giving children career advice can sometimes work but basically I think
jobs should not be given to year 7s and under because they’re not ready to have a job yet
I think the education system should agree 2 teach young pupils in yr 7 about education system so when
they grow up they know more about it
I think the education system should allow for people unable to learn, e.g. disabled people in schools
and/colleges more than they do now.
I think the education system should give more people a chance to work
I think the education system would be more improved if there were more local jobs, and they pay more
money.
I think the should teach you about money problems
I think the teachers in school should have more training
I think the university prices right now should stay like that so that people will be able to save up till that
price, if the price changes it will be a bit difficult because the people saved up for that price especially,
but they will have to save up more money
I think the younger people need there own ideas but need a good teacher for then to understand
I think their should me more opportunities for young pupils to get their studies done e.g. more
universities with more courses
I think there should be a bit more help with career involvements, to help everyone get the job they ant in
their future, and to succeed to the next level.
I think there should be a lot more schooling subjects.
I think there should be activities that are fun and gives experience like u want to a career as an scientist I
think that at should learn about more give them a week to see if the subjects are gumboot have to choose
like 2 subjects
I think there should be more career workshops available for students so you are always aware of which
subjects/decisions can take you where as you are unaware of what doors you are closing and what you
could be missing out on in the future.
I think there should be more education so there is more chance of getting a job because my mum lost
her job and I know how hard it is, I’m worried if I don’t get enough education I wont have enough
money to care for potential family.
I think there should be more effort put in to our lessons and more information. What would make it also
better if people came in to schools and talk to groups of people about the kind of career they have and
what they did to achieve it
I think there should not be as much pressure on people when they come to do exams they should be
more spaced out and there should be better revision guides instead of relying on the internet revision
sites not everyone has broadband to do this on there.
I think they should change education by starting job experience when you get to year 7
I think they should change the education system by adding more curricular activities in such as
intervention, classes where pupils who want a certain qualification can go to get some more information
on it.
I think they should explain more to me whilst I’m young so I can take it all in
I think they should get young people to understand how getting a good education can have a big effect
on what job they get and how there future will be
I think they should give advise to people starting in year 7 up to six form
I think they should make children work a bit harder
I think they should make Fridays a day off because it’s quite unfair that there are five days of work and
two days rest.
I Think They Should Make Lessons More Fun So We Can Enjoy And Learn.
I think they should open jobs for more people not for just clever people
I think they should put serious thought into children’s careers
I think they should scrap tests for years 7 & 8 and also wait until were older until you do the tests. I
think we should be able to choose the lessons we learn so we don’t dislike school
I think they should tell you all the possibilities there are with your interests.
I think University should be free therefore more students have more chance of getting a job in the
future,
I think we all should get a good education and a good job for a good life
I think we could change the e education system by having personalised learning i.e. saying what we
want to learn about
I think we need more support on our careers from the age of 12 year 7 it help children prepare for the
future x
I think we should all be able to choose what we want to doo
I think we should be able to have non uniform, it wont distract our learning
I think we should change it to support children who don’t have education
I think we should go to school until 15 and start school at 11 in morning so not tired at school
I think we should have more careers advice, because when people go out for jobs they have no idea
what to do, how to apply and stuff. They should do work experience from a young age.
I think we should have more education on jobs. And what to do on looking for work or collage. And
when we should start looking. We should be taught more about work and the credit crunch.
I think we should have more practical learning
I think we should have more studies to do and I think we should have more and better maybe more fun
lessons and homework
I think we should have more talks about the future
I think we should revise more at school, and have less holidays e.g. Easter.
I think we should spend longer at college
I think when your ready for a job and you like a place or a job that you see then you should go for it
especially if your good at it.
I think work experience should be available for more than a couple of weeks to really test the students
and maybe give them more of a insight of what it is like to work these days.
I think you could have more options and not be rushed because I have just been told about 2 weeks ago
I need to make choices. I'm not ready and have no idea what to do.
I think you could Take down there Break times/lunch times and get more Education
I think you shouldn’t have exams they should just look through your work all year.
I think young people have the same right as older people to think what they want for their future and
they should be taken to because if they don’t they wont have a clue about what collage is about
I think young people in year 8 should be given career advice especially since my school are choosing
our options in year8 this year. I also feel more advice should be given and we should be focusing on
subjects we may choose.
I think, teachers should explain things better, I don’t think they really know themselves, what there
going on about.
I understand that the years now go up to year 13, and that’s how I think will make it better for other
students to get a better future job ahead of them. I also think that there should be 4 years in university to
help them get ready for their job too!
I will change the education system by making teachers get pupils prepared for employment and
university when in year 7. So they are prepared and don’t stress out when they do their GCSEs.
I will change what the children learn in class, teach them things that they will be able to do again in
future when they have jobs. As currently most of the stuff taught in school will not be bought up again
in the child’s future.
I will have morning schools
I will put things right with work experience
I wish that education led to a better job
I wish the teachers would be able to control the classes a bit more because sometimes they can’t keep
the kids under control and it’s riotous.
I Wish they would give year 9s and 10s better jobs than like paper rounds and stuff.
I would advise teachers to give more homework for their students, therefore they will understand their
work properly, and easily to get on with it
I would allow more educational field trips for children and involve a little more work experience.
I would arrange regular sessions for students to meet careers advisers. I would also do work experience
more often to ease children into working life. I think that it is important to give students all the support
they need.
I would ask kids what they would like to learn about in education and what the Education Board could
do to help.
I would ask people from the start of year 7 what they want to do with their life and then I would put
them in the appropriate classes.
I would ask students if the current education system is working for them. I would ask them if the way
they are being taught is working for them and then divide up the classes into different groups in which
they are taught differently.
I would bring in more opportunities to gain experience with interviews and filling in applications form.
I would also like to bring in classes in where the teachers dedicate their time to helping you to write a
CV
I would bring in work experience for children at the age of 9 going upwards
I would bring out more clubs for around 17 year olds to do in school like math or English clubs during
school and after school.
I would bring teachers that actually know what they are talking about
I would change and make more available help to people
I would change by keeping my money what I have now and not spending it on university
I would change education because teachers not really in to it.
I would change education by getting fun group work and trips to take history to life and stuff
I Would Change Education By Letting People Pick There Own Subjects I would possibly let it be more
open and easier for people
I would change education by making it fun
I would change education by spending more time on the work that you’re doing and less time on break.
I would change education with less school and more learning at home
I Would Change For Youngsters To Have A Really Big Go On Education
I would change it a small bit by giving the young people a change of working in a workplace for longer
than one week as they do the now.
I would change it as I would let more experienced jobs to the less experienced, vice versa to see how
each of the experiences were like.
I would change it by a more advanced working system
I would change it by asking a few more questions about yourself
I would change it by donating money to schools so we could get better things to learn better
I would change it by getting more creative in our work
I would change it by getting new schools and new books and for the teachers to stop pressuring the
children
I would change it by getting some know but think that they should have like better things to help us
learn. Like they shouldn’t just go around saying here’s an essay for you it should be in by next week.
They need to actually explain what we need to do.
I would change it by given people who are younger than 14 more careers advice and help them to
understand the job system.
I would change it by giving more hours of school/lessons
I would change it by giving people a better education and not making college so expensive
I Would change it by giving the younger generation more experience in work, preparing them more so
for the future when I got my first job I was slightly confused, on what to do But I found that my work
experience in year 11 helped:) but a longer time
I would change it by giving young people in year seven training stuff to teach them what it’s really like
to have a job
I would change it by having more teachers
I Would Change It By Helping Out With The Credit Crunch And Making It Easer For All These Poor
Kids Getting A Great Education And Getting Nothing Out Of It, Its Not Right |
I would change it by if u don’t have the right qualifications or background for the job then I would
choose a course suitable for the job they are applying for and send them on a couple week course to help
get the qualifications...
I would change it by leaving people to work things out on there own unless they need to know it really
badly
I would change it by letting pupils have a right to say to help the school and also make the lesson more
interactive for pupils to understand more.
I would change it by letting the pupils choose what they would like to have in the future
I would change it by letting year 9 have a job at that age
I would change it by letting you study it by year 7
I would change it by letting young people know how hard a job will be like in the future and how hard it
will be
I would change it by letting younger people learn about jobs.
I would change it by making a wider range of schools for all different learners
I would change it by making every student go 2 college to experience what it would be like
I would change it by making it easier to get a job
I would change it by making it more cheaper and think more about a career and start training
I would change it by making it more fun for people so they will want to come to school or college or
university.
I would change it by making lessons more fun. Most people that I know hate school, but if they make it
more fun, with educational games and such then maybe we might enjoy school.
I Would Change It By Making Primary School A Little More Like High School Because When I Was In
Primary I Don’t Think There Was Enough Being Taught
I would change it by making sure everyone has a chance to have a good education no matter your past
everyone should get a chance to have a education. But one thing I would do would give less pressure to
teenagers this could effect there tests results.
I would change it by making the lesson more fun so you get more interested maybe more group work or
making stuff to do with the lessons especially for the younger ones
I would change it by not having so many different lessons a day; with the amount of lessons in a school
day it’s hard to remember anything that you have just been shown/taught. I believe that having less
lessons for different things would really make a difference
I would change it by taking subjects that you need like if you want to be a doctor you don’t need to
study art, French or Irish unless you are going to France or the south of Ireland.
I would change it by teaching children new thing we don’t know all our career choices
I would change it by telling more teachers and learning advisors to ensure and talk about the future and
work careers with children so they are set for the business future and career life
I would change it by the teachers making the children more involved in physical activities
I would change it by university being more cheaper so its easier for people who cant afford to go and
that every one around the world should get to go to school to get a good education and get a job that
pays fairly enough
I would change it by when your older you tell people what u want to do and they love help and support
u and the government pays for all the stuff to help you and get you started.
I would change it by. Focusing on ore extreme Programs. Such As, Helping the environment. Eco
Friendly schools 1-3 lessons a week, is less than students look forwards to
I would change it by...making the children feel safe and confident to ask an embarrassing questions.
I would change it for it not to cost so much for college books and school
I would change it make jobs more suitable for young learners and to help people understand what a job
provides in the education system
I would change it so all bullies get take out of school because it is really making my grades drop
I would change it so classes were more fun and teachers would stop and listen to what a pupil would say
I would change it so its easier for me to understand
I would change it so more people can get an education
I would change it so much every one in the world could have a job and good education like me because
it is very important 2 me everyone has the say they have been waiting for so they can say what they
always wanted 2 say.
I would change it so that career advice and options would be available for younger children, in year 7
upwards.
I would change it so that children have the same homework arrangement that I have
I would change it so that people actually get more education and get more help with how to get a job
I would change it so that people my age get more help I am doing my GCSE atm and not really getting
much help from the school and I would change the fact that 5 year old go to school I think that they are
to young to go to school I think that 10 is good
I would change it so that people that need more help in classes get the help they need but the teacher
still concentrates on the other and the teachers should reject student that aren’t very smart because they
can and will achieve like others
I would change it so that you can choose you’re job on what you want and then at school young people
should work towards it until they are old enough to work. Therefore, everyone gets the job they want.
I would change it so that you have a longer period of time to find your work experience placement and
more companies should open work experience e.g. Slake to let people see what it is like working there
I would change it so you wouldn’t have to go to university to have the more skilled jobs
I would change it so young people have more to say what they want in life and bring year 9 options to
year 8 as then they have a say in what they want to do and if they like it then they will stay in school
I would change it to help us get jobs
I would change some rules because I think that in some classes teachers don’t make the children really
shine
I would change the age level so that you are allowed to learn about career options to 11 years old.
I would change the age you have to stay at school to 17
I would change the amount of days my school would be open
I would change the amount of lessons during a day to a maximum of 5 because then you will have more
learning time for the lessons to sink in
I would change the attendance rules, in our school if we are sick, we go down as truancy however if we
go on holiday abroad, it does not count as absent. There should be more after school activities and
school trips (for educational purposes).
I would change the careers advisors and also our lessons pre recorded so we can listen over the lesson
so we can learn from that
I would change the education because of how it has impacted and needs to be more fun and needs to
make you want to do it not don’t want to do it
I would change the education by getting beater teachers and more fun stuff
I would change the education by having lessons that challenge the students so that they will have to
think by themselves and not always ask the teachers advice, get advice on what jobs will suit me so I
can start thinking about it from a young age.
I would change the education by helping more kids and explaining more to then so they get it and don’t
get confused
I would change the education by it a little hard, I know what is happening in the world, the education
may be changed to more seriously, cause if don’t it might be bad in the future, cause now we need skills
to get a better job, who has more skills get job!
I would change the education by letting more students on to College/University, rather then a set
number of students on one courses.
I would change the education by making less school days off and have less homework, but make the
lessons harder
I would change the Education by not doing as many exams, maybe possible assessments but I think
coursework, is hard enough work then you have to do exams, its just a hassle.
I Would Change The Education System Because Don’t Think Get Enough Time Break To Move To
Next Period
I would change the education system buy allowing us to set our own future and to have our say in our
schools because with some children in some schools need a lot more discipline:
I would change the education system by abolishing school uniform so the teachers could concentrate
more on doing a better job at teaching rather than worrying how the children are presenting themselves.
I would change the education system by being a good teacher and learning lots of other things like
maths English science and so on
I would change the education system by changing some of the compulsory GCSEs
I would change the education system by creating more lessons for children to learn things that are to do
with work experience, and creating school events for the same thing.
I would change the education system by doing - Well I think more younger people (Year 5+) should be
taught about how important education is and how it can affect their future. Also I think they should be
taught what would be best for them!
I Would Change The Education System by Doing More Tests Because The More Tests We DO The
Better We can See How Much We Are Improving And Then all The Tests We Have Done Will Go To
A Job Instead Of Just GCSE’s Because You May BE Clever Just Not At Those Subjects
I would change the education system by employing better quality teachers and getting children to do
more outside of the class events to help them learn about the important things in life.
I would change the education system by evening out lessons. For example - we have maths English and
science as our core subjects, so we get more lessons on them but I think children would prefer it if there
were more fun lessons like art, drama, technology.
I would change the education system by getting people to have more education
I would change the education system by giving people from yr 7 upwards a chance to get a decent job
and earn money and learn for the future
I would change the education system by having classes for this such as business studies also in the final
3 years of secondary school have work experience this would help show how the job world is becoming
more difficult to find a placement.
I would change the education system by having from connexions to come into the school and help
people that are in need for jobs
I would change the education system by having more resources and appliances for students
I would change the education system by having more work experience
I would change the education system by having teachers who get to know the children and understands
their aspects and limits so the children would also understand where the are in levels and how far they
could push themselves to get a job in the future
I would change the education system by having tutors who make education a lot less complicated for
young people.
I would change the education system by helping children who have disadvantages and make sure that
the teachers have proper qualifications.
I would change the education system by helping to care for other children like myself and to make sure
that they at least have a family, life, and education. I would travel around the world to see what other
children do in their education and try it out.
I would change the education system by helping younger people to understand the values of having a
job and how they need to be prepared for a good education
I would change the education system by I would not pressure all the students in-between the period of
which gcses take place I think that to much pressure is put on tat if u fail you have not done well when
in fact you have and you should just try your best
I would change the education system by introducing more work experience days so we have more
experience in the actual work place. I also believe that the GCSEs should be split into different months
instead of being bunched up in summer. Its stressful :)
I would change the education system by inviting in people for the day and taking children off timetable
for the day, to experience not just normal GCSE units but Functional Skills units. Also I would have
school trips put on to work places.
I would change the education system by involving more learning so people can understand what is
happening because some people in school pretend they understand so they don’t feel embarrassed.
I would change the education system by letting children get more involved by doing practical activities.
I find that this helps me understand a subject or topic more as it is a more fun way of learning.
I would change the education system by letting people have more ideas about what’s happening in the
future. I think there should be more posters and images around towns telling us about education. Then
most people would look at them more.
I would change the education system by letting primary schools let the children pick there own topic
and let them join in with some others that they haven’t done before.
I would change the education system by make more job and start the kids in learning employability
earlier
I Would Change The education system By Making all Children involve and actually enjoy going to
school. And I would make more choices available to choose From For example A Levels and Gcse’s.
I would change the education system by making it more interesting and fun for the students, they should
also have an away trip every month to help with education so people would be WILLING to learn :)
I would change the education system by making job interviews more easier and more understanding in
school lessons
I would change the education system by making less of a bit deal on the sciences. Yes they’re important
and open up a lot of opportunity but they’re other skills which are highly needed for later life such as
basic home economics which will help being at college.
I would change the education system by making less wealthy young adults get an education and make
sure that people will try and help them like people like politicians make a new law in making sure that
every child gets an education
I would change the education system by making school only on Mondays, Tuesdays, Wednesdays and
Thursdays as lots of people get tired out and they get plenty of homework to do. You do not want to be
doing homework after a tiring day at school
I would change the education system by maybe adding a few more subjects to learn and maybe adding
more topics to study in lessons, I’m not trying to make it sound like I’m trying to make school even
more boring than it is but, you know.
I would change the education system by not having sets, putting kids down in the lower sets makes
them think that they cant do the work
I would change the education system by offering more jobs and telling more kids about life when there
older and what’s its going to be like that’s why we need to work hard to get a good job :)
I would change the Education System by reporting to many staff/websites and I could make it so much
better for children that educate! :D
I would change the education system by studying harder then others but I wouldn’t think its fair that the
teachers push you
I would change the education system by using a much more substantial way of teaching, for example I
would prefer to use a one to one system with those who need it, plus give more support to children in
your care.
I would change the education system by, firstly making children more aware about lone sharks and help
them by doing more group activities which involves more life situations matters and that would help
them in the future
I would change the education system by, making every year stay a year or 2 longer so that everyone gets
a good education and I would make more shops open so that there will be more jobs and offices and
stuff to work in.
I would change the education system by, schools/colleges providing more activities job related. There
should be more high examples job wise.
I would change the education system by... Making people learn about jobs at the age of 12. I would like
others to learn more about jobs in high school or even primary schools. People should learn about the
education system.
I would change the education system from yr 6 to start telling kids and teenagers about the marketing
and the work system
I would change the education system in a way that more options and support would be given to students
in order to help them form opinion/make choices on their future (Loll, maybe less maths classes as
well?)
I would change the education system so everyone can learn about different careers so it will help them
in the future.
I would change the education system So it would make Younger Children Believe in their self that that
they would get a qualified Job
I would change the education system so that many people my age will get more opportunities with work
experience, like they will have a rough idea how to get through life with a job and earning money.
I would change the education system so that teachers understand how the pupils work and how they
could give advice.
I would change the education system to better progress for our kids and that they can learn a lot more
better than we do now
I would change the education system to make it more better but easier at the same times
I would change the education system with a lot more supply teachers because when I was at school
there was not that many and a lot of the kids struggled in class.
I would change the education system, by firstly preparing students how to correctly write a CV and
prepare them for interviews, and specific scenarios for interviews
I would change the education system, by making most of the lessons more hands on and practical,
getting more children interested. This way means more children will have fun while learning at the
same time, 2 in 1, the best way.
I would change the education system, to not giving GCSE Grades purely on Exams. I know coursework
is a big part, but people go into an exam, and panic, and forget all the things they know. this doesn’t
reflect on their capability if they get a low grade
I would change the education to a more practical based system
I would change the educational system by children being taught from a younger age about job choices.
I would change the educational system by having every school have at least 1 specialist per subject.
I would change the situation as if children didn’t have good education will not get a good enough job so
they would have to change the system
I would change the subjects to different times so we all have the subject we want at the time we want
I would change the system by letting people wear what they want and I would get better computer for
schools and I would give carers advice to school kids from the start or year 7
I would change the system by making it easier to get into the school of your choice and make your
ethnicity or your area where you live less of a barrier
I would change the system by making the world more safe and try to get everyone a good education its
really important that U DO BECAUSE u can work at a till and cant even count! That’s why,
I would change the system by offering free college prep classes after school
I would change the system by teaching pupils the more important stuff before other stuff, and for the
lower years give them a boost ready for gcse's and sats.
I would change the system so people could get better jobs faster.
I would change the system to ensure everyone gets a fair chance at a future in employment
I would change the time to school from 7.00 to 4.00 because then u would get more education and I
would get people to come to schools to help and tell them what the good options are good for them
when they are older and what they would pass.
I would change the uniform to normal clothing coz its uncomfortable
I would change things about how students are educated, adding more fun into their classes but they can
still learn their subject at the same time. have clubs for some class. I would let students have more to
learn about stuff they could do in their future.
I would change’ like the education games
I would cut the funding for banks and put the money they are getting towards education and hospitals
I would definitely have more work in classes to get a higher education because I don’t think we do
enough to make our experiences / careers better.
I would definitely make it more clear what jobs require what options to take in year 9
I would do different types of work to do with what the child from 7 upwards want to do so it suits there
ability and they know what to do when they are older
I would do more half an hour on each lesson and then another half for the work for us to get it right.
I would do more physical lessons e.g. building models instead of just writing because it gets the pupil
more involved and they learn just as much as they would writing it down.
I would do more stuff about jobs and collages for the future in year 11 to get you prepared and
understand more about what may happen.
I would do more things to prepare us to get a decent job.
I would do much things and I would mostly give MORE jobs
I would educate children more about the credit crunch and give advice on how to cope with the situation
I would educate every child in the country and make sure that they do their homework so that they get
good grades and can have a successful future
I would employ people who actually know how to teach other than teachers who know nothing.
I would encourage more kids to stay in school and go to university
I would explain it more to people that don’t understand and maybe do some tasks about the education
system (doing something make you learn more) I think it would be better if we get to pick are options
earlier for our GCSEs and if school was only 3-4 days a week instead of 5!
I Would First Stop Teachers From Pushing Children Who Struggle And Have Some Time With Them
And Secondly I Would Stop Any Violent Phrases, Actions By Teachers.
I would gather the classroom together (if I was a teacher) and bring ideas from the students and send
them to the government
I would get a teachers assistant to be in all the classes so they can help if the teacher is busy with
someone else
I WOULD get children at the age of say 12 to get thinking about jobs
I would get more advice and help for disabilities children if possible.
I would get more jobs that pay a lot and give more education
I would get more practical learning in place
I would get more teachers and people what know what they’re talking about involved because what you
learn is important and in the future it’s all depending on what you learnt when you was younger.
I would get more time into making the lessons actually be rebreed instead of just piling the work on if it
is more remembered by like if u get asked how to do a question u want to do something like a=1 b=2 ect
u get it? if not message me and ask for more
I would get more young people and more experienced people to work together
I would get people to do more work experience and study a certain topic that would help your job as it
will help you later in life when you get a job. its also pointless studying things that you wont need for
your job
I would get rid of all the people who misbehave to let the people who want to learn to get more help!
I would get teachers to go back to collage to learn more because when some teachers where learnt how
to teach it was the old fashion way and it takes ages so I would make them go back to collage to learn
the new ways so it takes not so long.
I would get the best education value and help children/teenagers with their job choices
I would get the teachers to be more involved with the work experience instead of just letting connexions
sort it for them selves
I would get the teachers to make education fun to get the students know more while learning better.
I would give advise for future reference and help younger people decide what to do in the future
I would give career advice and options to young students so they are prepared
I would give careers advice to every1 its important for the future
I would give children my age better careers advice, and I would also make better courses to suit
everyone’s jobs.
I would give double maths double science and sometimes double English I would geography for future
explorers, science days, English time for good writers, history for historians and ICT would be double
for everyone too.
I would give everybody equal opportunity
I Would Give Everyone Ana Opportunity To see how Working IN a High Industrial/A good Job feels
like. I would provide Work Experiences That come in handy in life. SO people would have a general
Knowledge of It. I’m far From doing My Work Experience, but Still
I would give kids more time in school and college
I would give kids the option to choose the GCSEs they want the ones that will help them achieve there
goal to there dream job with all the options and if they haven’t got an idea give them a good set of
subjects that can lead to a lot of different jobs.
I would give less homework to give less pressure on students to get things done so that they can maybe
have time to relax and unwind.
I would give lessons to children about different work places
I would give more careers advice to prepare young kids for the future.
I would give more equipment and money to school so there are more educational trips and fun
educational things to do.
I would give more facts an ideas about there future an make them understand you have to work hard to
get to the place they wont to be an if they don’t work hard at school they might not be so successful
when they leave school
I would give more homework to get the students ready for college and work.
I would give our kids more physical lessons instead of them being stuck in a class all day.
I would give people a chance is there childhood was bad, might not be there fault
I would give people more options on how they are educated. For instance, some people would have
difficulties going to public school, but due to lack of support for some families (with money problems
or has a child with special needs) it isn’t considered.
I would give people there rights to say stuff and if they earn that respect I would give them and make it
happen and I would successfully complete it
I would give pupils more work experience to get used to what its like working instead of just having 2
weeks.
I would give students money for coming to school
I Would Give The Children A Better Opportunity To Get A Job
I would Give The Kids The Right To Have More Work Experience
I would give the pupils more opportunities for the future and advice
I would give us more free learning time
I Would Give Work Experience From Year 7 to Teach Kids More About The Credit Crunch And How
The Job System Works
I would give work experience to year10
I would give young people experience about what to do with their future.
I would give young people more of a chance in our lessons and more than that we would be able to
choose how much time is put into our learning but it should be a considerable amount and not too much.
I would give young students a chance to have the experience to work in a shop or what ever there dream
job is
I would hang my system education that children’s should spend more hours after school and care about
themselves
I Would Have A Bit More Time To Have Work Experience As well.
I would have a class with a qualified teacher to help young people to write Cvs and practice for
interviews and help research on jobs the young people may have in mind and help people who are
unsure on the career path they may want to take.
I would have a financial day to learn about finance and about the credit crunch to year 8s and 9s. I think
that we should also start giving year 7s the chance to starts learning and have an idea of what they will
be doing in the future
I would have a kind of career day so that the kids can know what options to take in ks4 and then what to
take in college then in university. I think this because some kids might be shy or think they’re being
thick if they ask this stuff.
I would have a lesson or 2 a week teaching kids the valuable stuff to do with the world of work.
I would have a period of time in the school day to actually talk about careers, what A levels and stuff we
need to get there & what each career offers for us.
I would have a week where you get to have a go at different jobs!
I would have an hour of math hour of literacy
I would have careers advice units for home tutored children and also for those who want help and
support outside of school.
I would have events in the school showing what you have to do for most jobs.
I would have jobs for younger people to prepare them for life
I would have lessons advising pupils about their futures from the start of year seven, and would like it if
teachers would tell us more about exams such as GCSEs.
I would have more advice given to children, starting at about year 9 but only slight advice. Proper
advice should start in year 10 and 11 because this is where teenagers start to decide what they want to
do after school, e.g. college, job etc.
I would have more choice and options of classes Also have advice on what GCSEs/A Levels will help
you to get your desired choice of job/career in the future.
I would have more options to choose from and better advice.
I Would Have More People Advising Children On Career Options And What Qualifications are Useful
For certain Jobs
I would have more people visit the schools giving out talks and explaining what their job is like and
why they enjoy it. I think that would help a lot of young people to know what their job is like.
I would have more sport in the programme and more practical activities
I would have no homework
I would have no swearing in the bulling and make a big change
I would have people in high schools not doing all work, as they may be a certain type of learner, a
reading learner, an audio learner etc.. I would do a bit of everything, and offer more things to them to
help them and make sure they clearly understand.
I would have school schedules having one lesson a week on career advice
I would have teachers spend more time finding out about the actual student instead of assuming that all
people are the same.
I would have the education system be more thorough/deep and more active as example more
experiments/activities instead of just listening to the teacher.
I would have the system a little bit more better to help kids get a better future
I Would Have The Teachers Be A Bit More Strict
I would have the teachers help more with kids who have disability problems.
I would have the teachers teach us more then just giving us books to read and write an exam about it.
I would have to pay attention and make lessons fun and try to work as hard to get in university and get
you get a job.
I would have young people decide their education in year7
I would help by telling people that to get a new job u needs a good education
I would help everyone be treated equal; I wouldn’t put a price on universities,
I would help people understand careers
I would help people with low qualifications so they could get a better start in life
I Would help the education system by helping young people know more knowledge
I would hire new teachers so that everyone has a chance for a job that they want.
I would hire teachers that can not just learn in the classroom but can take teaching everywhere so that
your concentration is always viable
I would hold extra optional classes for people who need help with anything or information, I wouldn’t
force people to come if they do not want to, basically catch up classes
I would improve it where it first time at the whole world, I mean the poor country for all children and
younger people, study materials is enough to obtain.
I would increase more employment lessons, although I have an apprenticeship So its all good for me :)
I would insure that students in school experience important exams before year 10. That they are given
homework every day.
I would it more fun so that they are not nervous of coming.
I would just try to make more understanding for people and more easier to understand
I would let a lot of young teenagers in year seven to start work experience so they know what to look
forward to in few years.
I would let all children have there say in all thing you learn in school
I would let all children in year 7 think about their career
I would let all the younger ones have more experience :)
I would let children decide whether they want to come to school or not and I hope they make the right
choices!
I would let everybody do what subject they would like to do I would let there be more play stuff and let
the children have more play times
I would let everyone have there say in public don’t be shy say it out loud and don’t hide stuff away from
people
I would let more subjects be chosen for gcses and that you would get more time learning your favourite
subject
I would let more young people have their say, and also, let them make more decisions as to whether or
not they want to do well. Also, some pupils make it difficult for others to learn, so jeopardise theirs and
your futures.
I would let people say what they believe, and take on board what they have to say
I would let people share and express their ideas
I would let students have more work experience, make university cheaper and make the options easier
for students to choose
I would let the pupils in year 7 choose what lessons they go to help them with the career they want to do
in the future
I would let year 8s look at there options and have different people from different jobs come in every
now and then to show all ages what there jobs is about and how important it is. I think there should be
school trips to different work places too.
I would like children to work and learn harder so that they can achieve their goal
I would like education to get more strong I mean like work extra more to help children get a job if they
don’t they get behind bars.(please give me the credits please on my knees please).
I would like for there to be a choice in what lessons you do in school.
I would like for us to have more of a chance to get a better job in the future, for instance while the credit
crunch is making great places loose there jobs. I think we should have a even chance for us to get a job
just as someone with a background
I would like it if young people got to have jobs
I would like it to be able for all people of all colours and sizes to get a job they want. I would change the
strict rules.
I would like it to change by people learning more to get them a good job if they want one
I would like more lessons on bank accounts and I think its important to understand how to use a bank
machine and I would like more education on the government because I hardly understand but I think I
am well educated.
I would like more work in the future
I would like schools and colleges to give people the chance to have more time doing hands on things.
For example if you are doing an electrical installation course then you should get to watch and help
people that are on the job.
I would like some real teachers instead of people just sitting in the chair and being rude.
I would like study in a more serious situation like credit crunch
I would like teacher and advice support teams to help me more with my decisions. I want regular
meetings to talk about my future and what I would like to do when I leave school. I want help filling in
application forms; I would like people to show me all.
I would like teachers to encourage you more to work harder
I would like that all school to have a say in what they want to teach (e.g. Italian)
I would like the education system to be more fun, and not to be that strict, I would help all those people
in need and people with disabilities.
I would like the education system to change by giving kids the career help from as early as year 7
because the more prepared you are the better. Also schools do not give lessons about careers for
example practice writing CVs should be curriculum.
I would like the education system to change by making better schools and safer schools for better
education. I also think that some children or university pupils need the courage to enjoy their lives and
try there best to graduate with a great degree.
I would like the education system to have a Career Day every term. I think we should get to learn any
language we want.
I would like the education to be a little more better by if you work so hard on your job you get £10
credit
I Would Like Them To Explain Things Better To Us Rather Just Talking All The
I Would Like Them to Take Us On More Trips Too See good Business Places in London To Inspire Us
For Thai Future I’m Not Happy That We Don’t Get any Experience For ourselves
I would like there to be more lessons in the day. e.g. I thing history should be compulsory not just
because I picked it but because we need to learn about our past. Modern Studies should be compulsory
also to help us the young people for our future.
I would like to change by reusing all school items
I would like to change is so its more fun in lessons so more teenagers will listen in lessons and not just
day dream
I would like to change it by having the younger people to understand what it is like to work as well as
adults
I would like to change it like more drama to help what u do right or wrong have like an anti bully week
and have a history week I have leas history in my school so I would like to change that
I would like to change it to help people with future career...
I would like to change the education system because: If you do not get grades at school, and would like
to, you don’t really have the chance to do the job your friends might.
I would like to change the education system by giving all students a fair chance, E.G, if they were from
another country, don’t treat them differently. Also, we should be given SLIGHTLY less homework, or
SLIGHTLY easier. They are my only changes.
I would like to change the education system by making it easier for disabled people to get a more help
in schools to make it easier for them to get a job and earn money for them to live on because its not fair
on them just because there not as smart
I would like to change the education way by making it more fun to learn
I would like to change the way we learn we always learn the same things we need to learn different
things and less playing and games at school.
I would like to do more stuff because I don’t do a lot of English
I would like to go on job experience from a younger age.
I would like to have a work experience for a month or a half term instead of two weeks because you
don’t get a full understanding of all the aspects of the job.
I would like to know my progress and my levels more often to see how well I’m coping with things.
I would like to make it more involved with younger people. I would like to see better opportunities for
younger people, like myself.
I would like to make lessons more fun and interesting so we concentrate and learn more! I think that
what ever subject is more fun in your school has a big impact on what you are when your older, teachers
must make sure you don’t dose off in lessons
I would like to make sure everyone gets a good job when older
I would like to see everyone go into work after coming out of school I cant bear seeing people without
jobs.
I Would Like To See More Education In Young Schools And Older Schools And Your Teacher Should
Help More With Your Education And Careers e.g. jobs.
I would like to see more resources for schools.
I would like to study more at home.
I would like you to stop subjects from year 7 and have teachers make you think about job options in
year 7. If we do it before year 10, we will have better ideas of what to choose for GCSE and A level etc.
I would like young people, from the year 10 and onwards to have more work experience, as this would
help them in the future.
I would like younger people in Year 7 to learn about careers advice, so that they know what they want
to aim for, but also that we learn about all the options out there, to make people certain they will be able
to get a job.
I would listen more to the teachers so I will know more
I would love more physical and fun lessons rather the ones we have now
I would love to be a teacher some day. I would change a lot such as people no bunking off school.
I would Love to Change it Much more options For more people
I would love To Get A Chance an opportunity to change the education system and involve it more
towards careers as I like everyone to have a fair job
I would love to keep the same teachers all the time, they shouldn’t change teachers around in subjects
I would make a law that all teenagers/children should go to university so they have a better chance in
the job industry. Also I would stop children/Teenagers to stop being lazy and getting up and getting a
job, even a part time job would be good!
I would make a website with all the career choices on them and then you would click a one you want
and it would tell you what jobs are available and where, what degrees you need and activities for you
too revise with.
I would make adults advice kids on how to behave at school and do lots of work
I would make all kinds of sets, for subjects such as maths, English and science it would be much more
easier and mix some people around so the clever ones could help the people not as clever
I would make career as a new subject for yrs 7-10 so they get they know on what is a career and all the
steps to get one.
I would make careers advice compulsory from year 7 once a year until A-Level. I would also try to get
different people with different careers to come in and talk to the pupils to give them an idea of what
some jobs are like.
I would make changes by teaching better lessons to kids
I would make children learn by doing, not looking, because its better and you learn more
I would make education a law. And make universities free so all people can go including the people a
lot worse off than other people.
I would make education in high school prepare you more for the large step up to A levels and further
education
I would make education more enjoyable so that people stay in it for as long as possible, a good
education leads to a good life and everyone deserves that
I would make every school have a lesson in their timetable to discuss job ideas.
I would make everyone have a career choice.
I would make experience more valuable than qualifications
I would make Friday a not school day and no homework
I would make homework be optional so people don’t get told off for not doing it because if they got told
off then they wouldn't do it.
I would make it a bit harder I think and do different levels
I would make it better for kids to let them go and do more business and enterprise at the secondary
schools. Because when I was in primary I didn’t do that quite often I did it once.
I would make it compulsory for students to do work experience in Year 11 :).
I Would Make it different by letting younger people look at jobs and what you do and maybe try so e.g.;
say I wanted to be a hairdresser maybe organise a trip for those who also want to become one and to
look and ask many questions about that job.
I would make it easier
I would make it easier for teachers to do more one to one as its sometimes hard to get the help needed as
there are to many people in the classes and have more control on what we want to learn and find things
we are good at and get help to get better
I would make it easier than it is for people.
I would make it easier.
I would make it fair for everyone, no matter what religion what ethnic group etc.
I would make it more challenging
I would make it more equipped around real life outside school and to make people understand its not all
play for a house, sleep eat work sleep eat work . shopping spree .
I would make it more exciting for young people so that they could enjoy school rather than thinking of
it as work. We should be encouraged to achieve so that in the future we are open to do so.
I would make it more fair and easy to learn with fun added to make children understand more but then
use the hard types sometimes but
I would make it more fun and exciting and actually teach stuff and do something with it not doing
worksheets and working in books.
I would make it more fun for young children so they don’t get scared
I would make it more interesting for the pupils and something they can relate to as a teenager as they
might remember it easier
I would make it more on experience rather than just qualifications
I would make it more simple to find a job and give younger people more experience in a work place to
get them ready for when they leave school
I would make it so everybody has there say on there education and if they don’t want to go to school
and not get a good job then fine have a happy life
I would make it so kids could find it easier in school an not has hard so they do not worry about school
and I would help build up universities and collages
I would make it so Schools i.e. High Schools Bring further education to your needs if you need it. We
need to boost the confidence of the younger people i.e. 14 and below because we all feel finding a job is
like a really hard thing.
I would make it so that everyone would have a chance to do what they want to do whether or not they
have the right A Levels.
I would make it so that the student’s opinions were more valid when thinking about what mini-subjects
should be taught within major subjects.
I would make it so that you do not have to take RE, I think that it is unnecessary and that time slot can
be filled with something useful.
I would make it so the ages are mixed so they can get on with others in there future
I would make it so there is actually a few weeks worth of work experience I a variety of jobs so pupils
will have a feel of what to expect in the real world. Even a role-playing job interview will help pupils
with the future as they will know what to do.
I would make it so those who have learning difficulty get help and those who are ahead of there year get
given the right type of work
I would make it so you hear what the kids want to be when older, and help then work on that
I would make it that everyone can get a good job, fairly, but they would have to earn it, and end racism
for example, you can’t get this job because you’re black, Chinese etc...
I would make it that you should take exams when it is best suited you and not give you them at a stupid
set time. I’m dreading my exams.
I would make it that. Everyone has a chance of getting a job
I would make kids have more time to relax so they weren’t under pressure in tests and I think they
should have more test time
I would make learning interesting and fun but still educational.
I would make learning more fun.
I would make lessons for everyone that bit more enjoyable but not to much so we can concentrate on
our studies and I would lessen how much home work kids get as some times pressure can get to much to
handle.
I would make lessons longer
I would make lessons more exciting by making the teachers more interactive.
I would make lessons more interesting/fun
I would make more important subjects Like P.S.H.E more frequent throughout the school week because
it will help me more when looking for a Job and How to communicate with people.
I would make more suited work to what career you want to follow
I would make more visitors about the future and the teachers to come and give us talks about our future.
I think people should be able to go anywhere to do there work and that’s all I think
I would make more work experience this would help a lot because when I’m done mine I thought that I
needed a bit more experience
I Would Make People Have Longer Revision And Longer School Days
I would make people have schools on Saturday too.
I would make people have there own training
I WOULD MAKE PEOPLE LEARN IN A MORE FUN WAY
I would make people more prepared, in college at the moment my tutor only helps me with so much,
when I was in high school the teachers didn’t pay much attention to the people who needed the
education the most.
I would make school a bit harder
I would make school be more strict because some people at school are stopping people who want to
learn not learn because there silly in lessons and they get away with it a lot
I would make school last less, but with More Detailed lessons Like going on more trips doing more
practical Work.
I would make school last longer and have more enjoyable lessons so pupils can actually understand the
work that they are doing
I would make school learn about job interviews and careers at the age of year 7 because that is when I
started thinking about what job I want.
I would make Sixth form students go on compulsory work experience.
I would make some of the career choices worth more than what they already are worth.
I would make sure all pupils had the support they needed and that if they were worried about something
teachers could make them look in a different way, furthermore I would let pupils have their say about
what they feel on the subject.
I would make sure discipline is done well and proper and that all students of the education need would
be taught well and made sure to understand everything
I would make sure every child had English science maths, always make sure the children are alright
inside school so the teachers know that they are doing okay and are not scared all other subjects too but
maths English science as main subjects
I would make sure every single child in this country deserves to have a good education.
I would make sure it has the different learning standards, so people can learn at their own pace. It must
be easy for them, yet challenging, or they wont learn anything at all.
I Would Make Sure That ALL Children Get A Good and Thorough Education No Matter What Ethnic
Minority They Are or What Their Background Is Like. It Is Important For your Future.
I would make sure that all kids in year 6 got some education about what kind of jobs would get us the
amounts of money that would help us in our futures
I would make sure that everyone is being treated fairly and that they will learn to get a job with
whatever qualifications they have. Because all students aren’t clever or dumb, but the teachers or
employers should understand they tried there hardest.
I would make sure that people are fully qualified and know what they are doing when applying for a job
to make sure they cause no serious mistakes. Children in school should learn more about jobs and
education to prepare them for the future
I would make sure that teachers run through each project thoroughly and carefully
I would make sure that the comprehensive schools had better teachers so students could get better
marks. I would make discipline stricter.
I would make sure that there were more options for work experience, and that you could take as many
classes as you wanted.
I would make sure we all get a good education. at schools now all they do is have a go at you but the
teachers need to relies that were here for an education and not to be shouted at
I would make teachers teach us more about the future and how things are changing with the credit issues
as when we leave school we might not have enough knowledge to find the jobs that we need
I would make the challenges more challenging at the minute they are really easy
I would make the education more fun but still have lots of education in the activities to make it more fun
so instead of just boring books we could have fun and learn as well so we could learn more because we
like the way we are being taught.
I would make the education system more enjoyable.
I would make the education system more occupation based, with more chances for career talks and one
to one chats.
I would make the job of a teacher more likely for people to choose it
I would make the punishments more serious.
I would make the system a little less strict, as in, uniforms, detention who actually learns from anything
like detention? you just sit there for an hour doing nothing that should be taken away; also it is taking up
your free time after school.
I would make the teachers respect the pupils more and it should be equal
I would make the teachers teach times tables everyday and treats if u be good. make us read books if
finished work. and I will make the teacher make us learn about history
I would make them do exams to help us to see what we are good at and then if we are not happy they
will help us to achieve our goal in life
I would make two lessons on work advice, one on applying for a job and another on working in a job.
I would make work experience from year 8
I would make work more easy instead of hard work and change some of the classes to different ones
and I would teach the children what they want to learn not boring things and 1 piece of home work ever
week.
I would make young people do more work and train for army
I would maybe include more about how life is changing and more about the future such as Jobs and the
Co2 emissions.
I would maybe start a early works experience maybe in yr 9 because young children don’t know how
hard it is for some people to work and not get much money. We need 2 teach these kids how to learn in
a new way
I would not change it because its great
I would not change it, I think it should stay the same
I would not change the education because they help you think about later life and career choices I have
enjoyed this poll thank you for having the politeness to let me do it.
I would not let other children wreck other people’s education by taking the attention to them by being
naughty, as everyone deserves a good education. While in our school the people who are willing to
learn are ignored cause teachers chase the bad kids.
I would not make any subjects compulsory and changes need to be made to careers advice and more
time is needed to chooser your job. It should also not matter what band / set you are in you should be
able to choose the subjects you like
I would offer careers advice to younger people as a lot of people slack off in school. I think that if they
realised that getting a better education could result in making more money in a job, I think some would
concentrate more than they do now.
I would offer help to anyone in secondary school from years 7-11. And also children should pick what
they want to do from an earlier, so give assemblies to year 6s, explaining what to do.
I would offer let people from age 11 get career advice.
I would offer more jobs to people who have good education and know about the job
I would offer more school days rather than holidays. I know most teenagers would hate me for saying
this...but its better for your education and most importantly for your future career
I would only change the education system slightly by lengthening the time of each lesson by about 15
minutes per lesson.
I would only change the uniform with hooded jumpers.
I would personally change by getting a group together and discussing it with each other and let the other
people have their basic opinions.
I would personally, have the law so you stay on in school till your 18 and also in the years of being 1618 learn more further into work. (what it will be like how to do more things like write cheques etc...) if
they done this, this would help a lot...
I would probably get more people interested in it and SHOW them about how to keep your money safe
and help with their careers. If they were not interested then they’d be the ones losing out.
I would probably let everyone get a job, but the people who have succeeded more in their education to
receive better jobs with higher pay!
I would probably like to have a choice in what I learn
I would probably make some changes to the awareness of teenagers to careers, as the majority of people
my age group don’t know how they would go about getting employment. I think that employers value
experience but it doesn’t seem necessary.
I would protest to make jobs not so hard to get and give teenagers or young adults a chance to make a
living and get a good job
I would provide more career guidance counselling at an earlier stage. Also provide an internship
program at an early age during school/university breaks at in collaboration with relevant companies
I would put education DVDs for children to buy at a range of £4.99-£7.99
I would put more advice in getting a job from year 7
I would put more education for the main subjects like maths science and English, it may be boring
whilst your doing it but it will all be worth while when you have the perfect job you wanted.
I would put more free time to study during school so we can study for are gcses because we cant always
do it at home but we will do most of it at home
I would put more fun and action instead of sitting in a classroom bored it would be better 4 more
education more fun and easier one step at a time. :)
I would put more money into the education system to help it along
I would rather the teachers let other pupils have a say in what they are learning in that curriculum, as
sometimes it is hard to understand.
I would reduce the amount of school but increase the amount of homework
I would say is that aristocracy of each peoples have their own unique behaviour and skills, the teachers
and career advice should able to assist and apprehend the students in order to comprehend what they are
into... It will probably boost the grades
I would say lay off the maths because when are we ever going to use Pythagoras theorem? I do
business studies at my school and it is helping me to understand the marketing and employee side of the
world.
I would say that education need to change to harder and more educational work for the future
I would say that interviews at college should be more honest as I feel the one I did completely deceived
me. Also in my last year at school while doing my exams I was made to do a practice assignment by
college that really stressed me out.
I would say that the college should start from a younger age, maybe year 9 for about 3 days a week,
then children would be much more interested in education and would think, school is much more better
now because we have more than 1 education service
I would say that the education system in the UK can be changed. It should motivate and encourage
people so that they understand how important it is to do well.
I would say that you have to be sure that you want this job and you get a free trial to see how things
work.
I Would say they should make a university for people who are not as clever and didn’t get as good
grades so that they can get a bit of qualification to get a decent job
I would say to change education they should get better experienced teachers and lectures
I would say try and do something about educational issues for example - distractions in class, is a very
serious problems some lessons I don’t know what is going on and makes me fall behind by a great
amount. I would ask to spend more time in core subjects.
I would say, have Work Experience at year 10, and make sure students and working hard, and not just
sitting about.
I would set it in groups like low marks n high marks
I would set up a class at a certain time, that helps children understand about the world and your future,
most young people think that if they do good then they will get a job. What they font realise is that you
need to choose the right job.
I would start by letting young adults choose the destiny of their education at the age of 15.
I would start by teaching more about the credit crunch I would like it if they could give you more work
experience
I would start carers advice from a younger age
I would Start having Work experiences in Year 7
I would start telling children about the world of working from year 7
I would start the advice earlier and would have more people to help out
I would start to prepare for a job earlier so you can spend more time on what you want to do when
you’re older and you might be able to get a better job and qualifications.
I would start training the students in qualifications for a job,
I would stop all exams apart from when your in year 11
I would stop it from giving home work
I would stop strict teachers as they say your work is rubbish
I would stop teachers not helping each and every child on work there stuck on
I would supply more books
I would take away some of the subjects we already have so that we can have a career lesson
I would teach children from a young age about what they would like to do in the future as when I left
school I didn’t have a clue what I was/wanted to do. and I think younger children would benefit from
being taught early
I would teach pupils more about how the world is changing and how it can be sometimes easy or hard to
get a job
I would teach that Jobs are important in life and if you don’t get a good Education you will end up
having a rather bad Job.
I would teach the students more about how jobs interviews are lay out. For example I would set up a
pretend job interview to see how the students would react. As I have had many job interviews you don’t
get a second chance to resist it.
I would tell year 7s in school how important it is to do there school work and really start to crack on
otherwise when they go into collage they wont know what to do and might not be able to get a job or
into university
I would test them to see how good they are in different tests to see if they need extra help.
I would think children in school can say what they want to do for there future and it would be better to
just study/work on one path to that job, but also study on normal school work e.g.- Maths, English,
Science ect.
I would think that having financial literacy a major class and will be needed to take at grade 7 till 9
I would to change it by making teachers(e.g.) let students decide the lesson
I would try to teach kids to be more independent
I would vanquish secondary school and make bigger schools, I would teach children IMPORTANT
maths and get rid of GCSEs
I would work harder and harder so people can get jobs faster
I would, have more job experience for young people
I would, let people aged 14-15 have a day at seeing their dream job to see if they would still have it as a
dream job.
I wouldn’t actually change the education system but I would say that I think students should have a say
in their education rather than being told what to do so they enjoy their education.
I wouldn’t change anything because its all good at the moment
I wouldn’t change because I think I’m getting a fair and good education.
I wouldn’t change it I just think that you should start job experience and learning about jobs a little
younger that year 9 when you pick your options because you need to prepare yourself.
I wouldn’t change it much, education is perfect the way it is the only thing I could change is evry1 gets
to go to school, including Africans and poor people.
I wouldn’t change that much because the school I go to is very good. But I would change the
homework!
I wouldn’t change the education system because I think it is better the way it is and people can
understand it better
I wouldn’t change the education systems very much I would just say 2 possibly add an exam 2 get them
well on there way 2 success in the future.
I wouldn’t give sats to year 4, 5, 6 and 7 because then they want to be focused on that and nothing else
so we should only be focused on the future.
I wouldn’t have pointless lessons on something that you wouldn’t need in the future. e.g. Shakespeare.
And replace that with the education you would need for any job
I Wouldn’t I like it as it is. Maybe just lessons of jobs in the future, and have a day out, to try a job out.
I wouldn’t really change it but if I had to I would make learning more fun.
I wouldn’t really change the education system, simply because I think we all get the right amount of
education we need, the teachers are fully qualified and they teach us different topics on different things
every term so we know all about everything.
I wouldn't change the education in that respect, but to integrate it more would be better for other
backgrounds and cultures to get work
I’d make everyone learn mathematics skills to help with employment
I’d change how long we are in school and also the high school system
I’d change it by having more teachers that know what they’re doing for the right subject, rather than
having learning teachers or teachers that have only been studying the subject for about a year. This
would definitely teach us more.
I’d change the education system by Letting Young people Know what’s it like to have a job and how
hard it is
I’d change the education system to have teachers teach the students with diagrams and more fun things.
Myself, I learn more when I am shown in front of my eyes. And with children being educated about
careers, they should only teach it to year 9/10s.
I’d create a wider range of job opportunities for students who- may not do so well on their GCSEs and
exams.
I’d have them change it so they give you skills you could actually use in a real job. I mean what good
would algebra do for a police officer?
I’d help kids to learn and get a better job in life like say what they want and them help them in that
education
I’d like it if there was more years you would have to be in say from year 7 to 13 compulsory
I’d make a bit less schools hours. But everything else is ok for me.
I’d make it better by using ability instead of age to work out classes
I’d make it clear to students who start year 7 before they get to year 11 they need to realise that they will
only get good gcses, and the better the gcses the more chance of going to college and doing a course
you want to also a good job in the future
I’d make it so teachers understood the pupils more and could cut down on learning distractions in
classrooms
I’d make university cheaper and have education for older people who didn’t get the chance to have an
education when they were younger. I’d also change the laws for people to stay in school up to the age of
18 because then would be less teenage pregnancy.
I’d maybe try to get kids to take more notice into there work
I’m good at work so I don’t have much to say I would like it if they gave us harder work
I’m not sure I would other than trying to make learning more fun. If it were made so then it would rather
encourage learning think.
I’m not very confident about information about the education system.
I’m not very creative, but the only thing I would change is no homework. I would change the chance of
help having no help and doing work independently
Id give young people more information about further education. My school has a 6form attached to it so
they didn’t give us any information on other sixth forms and considering I’m moving sixth form next
year, it wasn’t very helpful to me.
I'd make it a bit more challenging for the students so they can prepare for their future.
Id Make my education include more help in developing skills that will help me and fellow students in
the future in being more skilled at writing CVs etc, make interview skills better by doing interview
practice and possibly doing more work experience
I'd make sure there are workshops etc for young people to see more into their career choice and I’d also
have longer time for work experience.
Id make the learning age younger, younger children need to understand the marketing jobs from an
earlier age.
Id put in slight changes to help the practical learning for students I will change it by giving people idea
and make them get in to it
Id says that work experience should be from 13 and should do it 6 weeks a year, from there until we
leave school.
If I changed the education system I would get groups of people at a time and talk about what they want
too do in the future and give them on how they could improve and what qualifications they need
If I could change anything in my school I would get education on employment options and the
qualifications that you need to get prepared for which GCSE subjects you need and subjects which will
play more of a role in the job option you are preferring.
If I could change the education system I would first of all get rid of the things we do not need and the
connexion teams as I do not like them
If I could change the education system I would give students at school more education and confidence
and concentrate on there future and help make it successful.
if I could change the education system I would indeed like mix the classes a bit more so your not with
your friends so you concentrate more and not get distracted and that people who do misbehave should
be punished severely cause of the future
If I could change the education system I would like to see equal opportunities for people who do not
have high qualifications
If I could change the education system I would make it a lot more interesting for my age group and look
at the way teachers teach their lessons because how they teach has a massive impact on the way a
student learns if they don’t understand they wont learn.
If I could change the education system I would make more courses available to choose from at a GCSE
level and I would make less GCSE courses compulsory.
If I could change the education system I would make sure that children get taught about jobs and work
experience from a much younger age so that the would be more prepared for the future.
If I could change the education system I would make University and College cheaper to attend to. I
would also think it would help if primary school children start thinking of what they want to be when
they are older. Thanks.
if I could change the education system in any way it would be to help everyone in the last year of school
with job advice and what skills and quality’s needed for some jobs I say this because I have not received
help with them, this is all I would change.
If I could change the school rules I would say help us more instead of being lazy
If I could, I would make people do their exams earlier than normal, because it prepares them for the
future.
if I got to change the education system I would make universities cheaper as they are a vital part of
people’s further education.
If I had the chance to change the education system I would say from year 8 we should start teaching
them about employment and finances of stuff and see how education can affect when your older to get a
job.
If I had the chance to change the education system, I would go around the schools, interacting with the
pupils themselves to see what they would most like to see happening with the system. Young people of
the future should be taught well about this matter.
If I had to change the education system, I would reduce the amount of students in a school and would
make more schools so there would be more time for each pupil. I would also give the students more
time to prepare for their Leaving Cert.
if I was a teacher at a school I would help the students pick their options at a younger age to help them
when the older
if I was a teacher I would have more physical activities and working together with different genders.
if I was in charge I would make sure that careers guidance is more available and that people have more
of a chance to speak to there teachers who teach careers guidance and also give people work experience
young as possible like 15
If I Was MP Of Education I Would Raise The practical Levels For Younger People In The Future
If I was to change it I would make sure young children have more help and disabled pupils get the right
care and make sure everyone gets treated the same and I disagree with the lessons pupils should choose
their lessons from when they start school in yr7
If I were to change the education system I would make work at school more interactive and give
students more time for rest like extra break so you could chill out before an exam or test.
If I were to change the education system I would make work experience compulsory for everyone and
make sure it lasts at least a month. Id also like to see more visitors being introduced in the school to
inform pupils about what the future holds for them
if I were to change the education system, I would start by adding an extra day to the weekend. I know
this sounds strange, but I feel that by relaxing a bit makes you less stressed, so you are able to work
harder and concentrate. education is important.
If it was my choice, when people move up into Secondary School, id give them their choices straight
away for what they want to study because they can prepare with those subjects for adult life. Because
these subjects are the subjects you will need.
if kids could learn more about money and what to do with money like last year my school at something
called money week
if people are off school make them stay at school to do there work don’t major punish them
If people need help in any subjects they should go to there classes and help them out for people who are
struggling
If we could have possible job options and learn more about qualifications and debt and money etc
I'll want to change education to better because some teachers are not explaining anything
Improve careers advice
Improve Diplomas
Improve IT
Improve school facilities
Improve the career advice and focus more on getting a job
Improve the future career advice to help people get a decent job
In changing the education system I would make careers advice available from 3rd year, I believe this
would help young people a lot more with career choices as they would know what they are good at and
realise their choices for later life
In my opinion I would give children in pre-GCSE education more information on the working
environment. Also I believe it would benefit the pupils to have work experience at that time as well. In
order to prepare them better for later life.
In my view I would say children who find it difficult to learn should get more help then others in school
with their work.
In school they should have a work placement for the pupils that leave it in year 11 like me, this year. So
technically I could be ready for the young adulthood without worrying in getting my first job. After it I
believe it would be easier to adapt to others
In schools etc. they should teach kids what they actually need to know and cut down on pointless things
that are only ever needed if you were to become a teacher of that subject its self. Schools should give a
lot more information
In secondary school you should stay for longer because if you do you get more learning in.
In the Education system I think that from year 9 upwards you should be able to do work experience like
once every 3 or 2 months m
In year 8 to be employed for work experience
Include more things applicable for live in the real, such as taxes mortgage and managing money as well
as career prospects
Information about employment and further education should be given to students from the Age of
11/Year 7 to help them prepare more.
Instead of copying from text books I would do loads of questions.
instead of giving around 2 weeks for children’s work experience I think that schools should give them
longer to prepare them for work after leaving school
Instead of using silly computer programmes that will tell you your going to be a dog groomer or a
cleaner for a gym based on a few questions you’ve asked, I think the education system needs to directly
address people and help them with that they need.
It can be improved by more work for people that work part time
It needs to focus more on the workplace, more work experience. It needs to focus the curriculum on
more important skills. Religion, music, art is apart of the curriculum however areas such as health and
areas that will be applied in real life aren’t?
It should be better about homework
It should change with detailed revision books that actually help you in the exam. For example today I
had a exam for biology but not everything I learned came up.
It will make it much better for those who have learning difficulties
It would be good to have more lessons about like, life. Including about careers, university applications,
and like relationships and such
Its the teachers that need changing
Just basically make education a important thing, because at the moment it really isn’t proving to be a
important thing.
Just learning about what you want to do when your older, instead of learning some thing you wont need
Just to do more and maybe get the teacher to go over it as many times as possible before GCSEs...ETC
Kid shouldn’t have to stay until there 18 its unfair they could stay until there 16 and then go collage not
stay at school until there 18 its human
kids can choose to go to school or not
Kids have enough to do out of school, less homework
Kids should have a good education without anyone disrupting their education
Learn about career advice from a younger age.
Learn basics to the kind of job you want then when you do leave school your fit to go and fulfil the job
you want!
Learn life skills from year 7
Learn more about how to get a job.
Learn more about how to right cvs so when we actually want a job, we will be able to know how to
write one. Also they should show us about how much costing of houses are and how you would be able
to pay, like show a example of the job you would need.
Learn more about jobs and more about writing a CV and learning about a workplace and its hazards!
Learn more basic stuff that will help us, also teach values to younger ones how much their work should
means to them
Learn more life skills like using an iron
Learn more skills
Learning a second language should not be compulsory
Less days of school every week. And more Technology used in schools.
Less exams
Less exams.
Less homework and more practical learning
Less homework, more work at school.
Less money spent on the system
less pressure on teens to do exams they should be evaluated on the work they do throughout their school
life not just on one day
Less school hours...
Lessons in school need to be more fun; if they were more fun then maybe people would listen to
teachers rather than ignoring them.
Lessons on finances
Lessons should be longer
Let Children express themselves in class, their is to much peer pressure on children. Teachers scare
Kids in to thinking that they must go to university to have a good future, making children think the
wrong things. Children must learn what to achieve.
Let kids choose lessons
Let kids decide what they want to be when the go to high school and work on their education for there.
Let kids have fun in lessons and speak freely
Let learning be fun for children.
Let people from a younger age know what jobs are available and what grades and qualifications they
will need for that specific job, this may help to focus them more on getting the grades they will need.
Let pupils have the choice of either German or French, because we have to do French as well and
German if we want to do German we cant swap one for the other
Let students get more into the lesson by taking part more
Let us choose more vocational courses
Let younger ones try more work experience
Make a few educational courses for people with learning problems, like a pathway to make it easier and
more understandable.
Make a subject that teaches you life and social skills and a class that explains your emotions
compulsory
Make better work for younger people.
Make career advice available from years 7 and above
Make Children Stay In School Till There 17 And More Jobs Should Be Available
Make education a lot easier then get harder
Make education less expensive
Make education more enjoyable for children unlike right now when school is deemed boring.
Make Fridays a half-day but increase the amount of homework given so we have more time to spend at
home but we still have a good amount of work to do.
Make groups for different people, so we now which is wrong with some of them and do 1 to 1 with
them
Make it bit more easy and more breaks
Make it easier for those who need more help than others to learn in schools
Make it fun and make sure kids got what they are doing like say science if they didn’t get it I would
help them in a way
Make it fun, because me and most of my friend’s don’t even pay attention because the teachers make
the work seem boring and hard.
Make it less boring
make it more advanced and once in a while just some flashbacks
Make it more easier to learn in class
Make it more enjoyable for younger students and older
Make it more enjoyable instead of sitting there taking notes,
Make it more exciting about jobs instead of the usual boring things.
Make it more exciting for people. This will encourage children wanting to learn and actually be in
lessons
Make it more fun for he little children and more understandable
Make it more fun for the people who don’t enjoy school
Make it more fun for young people!
Make it more helpful and more better by less question and using appropriate language
Make it so you learn more about how hard it actually is when you have to live for yourself
make learning more fun by doing more interactive activities
Make lessons more exciting not just textbooks and books e.g. More online work on computers
Make Lessons More fun To Children But Still Be Telling Them Information|
Make lessons more interesting
Make lessons more visual
Make more future employment classes instead of other classes etc. We need to spend time on what we
will need for the future.
Make more work relevant to real jobs in the world
Make people care about the system more
Make People Explain More About Jobs.
Make people from year 5 start learning life skills
make school better for us so we can do different stuff
Make school more fun
Make school start later so we will be more wake 4 r lessons. and have more time to get ourselves
together b4 school
Make some lessons compulsory and some optional from a younger age
Make students work harder
Make subjects a bit easier
Make sure all pupils in school are helped from year 7
Make sure people go to school
Make sure the teachers help the students and both the teacher and pupil understand what they are
learning. Should take bullying more serious and don’t let people get away with skiving.
Make sure their are more jobs in shops and other places for everyone who has lost their job or have
nearly completed their degree.
Make teacher explain to our youths about job experiences at a young age so they could no what to look
forward to in the future
Make the education system more useful and more give more encouragement to people who are trying to
get a job.
make the lessons one to one on their needs
Make the teachers understand you
Make the work harder
make them know how to talk about careers and to see what kids want
Make Them Listen To Students More
Make things more practical to keep everyone’s attention.
Make university available for people aged 15 rather than making them start at a late age, that way they
can learn more, and have more years experience.
Make university free
Make university free
Make university free
Making education more fun with quizzes
Making lessons quick and snappy
Maths at times can be hard so I think that if students do not pass, there should be an exception that they
tried their best.
Maybe learn more practical things like cooking and cleaning so we are able to look after ourselves
Maybe most schools could do extra revision for people who want to have extra and get a good job.
Also teachers should be stricter towards students so they don’t mess around.
Maybe teach more about politics and the MB
Maybe Teach Younger Children The Whole World Around Working
Maybe teachers could talk about careers jobs and how they got jobs ore in school.
Maybe to give more time for pupils to have a break. Also to make enough time to make sure that all
pupils are getting the help they need as well as getting pupils involved in the lesson so that the don’t go
off task too easily.
Maybe, have more advice and days when you could try doing the job you would like instead of once a
year. Having centres where you could go to get advice if you’re under 16 or something. :)
More apprenticeships
More balance between practical and vocational
More booklet types of homework, which helps parents to understand & help children. More
emphasis on spelling & maths
More career advice
More career experiences for younger children either in secondary school or primary schools.
More career lessons
More career opportunities
More careers advice from year 8
More careers advice.
More choice for GCSE’s
More choice of subjects
More classes on the working environment.
more different subjects in the schools especially secondary education and that’s about all I can say :)
more educated careers advisers, these advisers should have more power to assist young people with
their careers. They should help out struggling teenagers by showing them the types of jobs they could
achieve.
More focus on critical thinking, and the way we treat one another. An inability to make logical
decisions and the bullying/discrimination towards others is the cause of way too much harm.
More free learning time
More fun placements
More GCSEs should be able to be taken in a longer time period as the world in changing making it
harder to get Jobs.
More help for work
More help with employment.
More help with work
More IAG
More in the way of job experience
More information about university
More interaction
More job based lessons. More citizenship type lessons where morality is explored more.
More job specific courses. E.g. A-levels (or other awards post-GCSE) in nursing, gardening, piloting
etc.
More learning in the workplace
More learning out of the classroom
More lessons in school
More lessons on life using skill like fire crew and police plus how to use credit cards.
More national diplomas and maybe an equivalent qualification to a gcse.
More normal teachers in schools because it would help when a class teacher is away because when
substitute teachers are teaching pupils can feel more confident to miss behave in class. teacher stuff a bit
more a bit earlier because tests are coming earlier
More options to be available
More outside learning
More outside work
More people should attend school; even if they hate it. All their attendance goes towards their future.
This seems strict but there should be a rule that everyone should go to College and University should be
optional =D
More practical learning
More practical lessons at school
More practical lessons in schools
More qualified teachers
More Schools. Less Homework
More staff
more support and not have unneeded teachers on a power trip
More support during exams
More support for university
More support from teachers
More support from teachers
More support from teachers
More support from teachers
More support with alternative career choices and more support for those choosing university.
More support with GCSE’s
More support with subject choices
More supportive teachers
More teachers and adults to teach us in our time of need
More teachers getting involved with career plans.
More teachers giving more advice on how to get a job
More teachers that explain the task more
More trips and practical work. I would have younger pupils to learn harder challenging work. They
should have MOCK tests regularly so they aren’t stressed for upcoming more serious tests. They should
be repeating subjects to memorise basics.
More trips to educational places
More visual learning
More vocational learning
More vocational learning
More work but more help doing work.
more work experience
More work experience
More work experience available
More work experience in school hours
More work experience needs to be given than just a few weeks. And young people need more support
getting jobs
More work experience should be completed.
More work experience than 2 weeks, maybe a month in year 11 as well? That way you can find out
more about a job you may be interested in
More work experience would give us more of an understanding of the working life.
More work experience, and learn how to write cvs in English.
More work experience.
My best way of learning is to have fun because you can remember it more than just writing it down so I
think making learning fun and teachers understanding what we 14 year olds are going through will
make people learn quicker and easier
Need to make it les stressful in exams and be kinder to you when you need help
Nicer teachers who don’t stress at you if you don’t understand the question.
No homework, it just makes everyone really annoyed, doesn’t teach you anything and makes everybody
hate school
No more home work. Fewer pupils per class. Only English speaking pupils in classrooms that have
English-speaking teachers. Teach more stuff that will actually be useful in the real adult world i.e. about
tax and you’re rights in general.
not give homework as I don’t think many people learn much outside a good teaching and learning
environment. Also give people more chance to learn about jobs not just teach us what we already know
Not so many hours at school, no homework
not to have homework adjust have homework for year 11
Okay, now, I valued my education as I was growing up a lot, you see I had very inspirational help from
my teachers, If I had to change or add one thing it would be to give every student their own advisor to
help THEM
Open schools at different times each day
People should get more teachers in classes to help us more
Perhaps, have more career meetings with career advisers
Personal I think that getting you prepared for jobs in the future is something we should be doing from
around year 7, So I would think more about the future with the problem of the marketing, Children
should get more than one qualifications, for there jobs
Personally, I think schools need to prepare students the facts and life of college and they should give
supportive help with getting in touch with colleges because some parents might not give any help to
their children.
Place more jobs in the community to help children further in career
Practical things like Sewing, Cooking and Cleaning are taught like they were in the past meaning when
young people leave school they don’t have the required skills for day to day life. Most skills taught in
schools are for academic, not practical activity!
Prepare students for careers and tell them about money options
Prepare you for work
Provide better careers advice
Provide more textbooks
Punish disruptive students
Pupils need to know that working isn’t a joke, and they have to work to be able to buy stuff what their
guardians are buying them now. I would make work experience longer so they know what it is like to
wake up everyday to a job, and to open their eyes.
Pupils should be able to leave school at the age of 16 years.
Pupils to behave better
put a lesson in or something that called future education teaches u about vat and taxes and everything it
will be much easier for future decisions
Put more money into the education system
Put more of an emphasis on the things well need later on in life rather than just the things to help us pass
our exams.
Put more options in for students to choose when they are choosing there options
Quality preparation and participation in the culture can be free for everyone. Local citizens, federal
government and business will monitor curricula to insure equality and diversity in large school districts.
Young children would attend pre-school until
Quality preparation and participation in the culture should be taught to everyone. I would make work
shops so they could teach children about jobs
Really I don’t know where to start because I’m not a teachers pet I hardly hand my homework in on
time I goof off in class only when I’m bored like in maths geography history and pe. I have been chosen
for the gifted and talented in drama and I love writing.
Remind people who struggle in education that personality can shine through!
School education sometimes goes off topic with lessons etc. e.g. algebra you won’t use algebra in any
job apart from being a maths teacher. Also I don’t agree with enrichment and citizenship its completely
of topic of jobs and we can grow up how we choose
School is only 5 hours a day but everyday but Sunday and kids 4th-12th- grades have all subjects and
good behaviour is required
School should stay till there 18 so they learn more to get a proper
Schools go on about things that you don’t even need to learn at times such as religious education. You
don’t need that unless you want to become a priest and not everyone doesn’t want to be one. Make
learning more relevant.
Schools need to make induction evenings to jobs for children/pupils at quite a young age so they get an
idea of what career they would want. Also they might get better results in subjects if they know and
want that job when they’re older.
Schools should do more to help students decide what job they want. I have no idea what I want to do
when i am older and I feel that I need a bit more help.
Schools should get rid of uniforms and not start really early in the morning
Schools should prepare us for the credit crunch, teach us how to cope with this as we grow up, we
should be thought how to gain skills on how to accomplish getting a job when we leave school, by
simply teaching us how to create a CV.
Separate those who want to learn and get on with their work from those who just mess about as they
always distract those who want to learn.
Slightly more choice in what language you would like to learn at secondary school,
SLIGHTLY MORE HOMEWORK I SAY
Some children nowadays don’t take education seriously and what the big wide world is like. You have
to take it seriously and concentrate and do your best to get the qualifications you need to get a job. So I
would talk to children and give them more support
Spend less money on the system.
Start giving teachers more control over us
Start talking to children about jobs from year 7 maybe?
Stay in education until 18
Stay in school when your a certain age and do more practical stuff in school
Stop closing schools and making academies. If the school is running fine in the first place why close it
and spoil the GCSE level years while the transaction from 1 school to another is happening
Stop the grade inflation that makes the GCSE near meaningless, have MUCH more career based
training colleges for those who want trades, technical jobs, etc.
Stricter punishment for disruptive students
Stricter teachers
Students seem to be forced into this whole idea than you either go to university, or otherwise you won’t
make ends meat. I found this annoying during school because at the end of the day, university isn’t for
everyone.
Students should have more of a choice because they are made to do things that are irrelevant and unfair
and uninteresting.
Subject choices should be easier to understand
Support getting a job
Take school children on more educational trips
Talks more to children help them to learn more and to make decisions in life, so they are ready for the
future.
Teach more skills that are relevant to the real world. Not things that will never be used.
Teach people about the credit crunch
Teach us employment skills
Teach us life skills
Teach us more about the important things in live like in phse teach us about the credit crunch,
employment so we get an idea how its like and how hard we will have to work to get that dream job
Teach us what it is like to have a job
Teach you more things that you would use in later life
Teach yr 9 what they will be choosing for there gcse’s
Teachers actually listen and bother to help you
Teachers could have a more approachable attitude toward their pupils and more helpful in their lessons.
Also should let children ask their questions.
Teachers explaining more because sometimes I do not understand
Teachers respect students
Teachers should be more educated and clearly understand their role
Teachers should be trained more, because teachers most of the time let the pupils talk too much and less
work is completed
teachers should have more discipline and there should be more performing art activities
Teachers Should Help Kids More If They Don’t understand,
Teachers should let students have more work experience
Teachers should make sure that the supply teachers, who teach instead of them when they are absent
concentrate on teaching us instead of saying don’t worry about doing work
Teachers Should Tell Pupils About the future they could have and understand the jobs in the market
Teachers to be more supportive
Teachers to give us homework
Teachers to teach you how you learn best
Tell People They Need To Learn Now Or They Will Be Tramps On The Street And Have No Money
THAT I THINK THAT WE SHOULD OPEN AT A AT A LATER TIME BUT FINISH ABOUT 4,OO
BECAUSE THEN you HAVE MORE LEARNING TIME AND PLANIONG WHAT U WANT TO BE
WEN UR OLDER
That if its teacher training they should take a day out of the summer holidays for that day.
That people who are young stay in school till 17 with there gcse's
That teacher should make learning fun for children
That when you are in year 10 that you should get bigger choice of what you won’t to do and where you
want to go. And when you are older you don’t have to have so many high grades to get a good job
That You Should Be able To Work at A younger Age.
That you should have less school holidays because too many for children and for adults.
The education is ok as it is, but I think the gap between A levels an A2 is too big. The difficulty in A2s
should be eased slightly with an extra year maybe?
The education now days is much better than how it used to be but I still believe schools should offer
more education classes after school for example booster classes because it will help students to achieve
the levels and grades they need for when their older
The education scheme should have more information about jobs and other things and make it slightly
simpler because some people find it hard to understand.
The education system could be changed a lot for example more support needs to be given out for people
with special needs and more money needs to be put in place for certain things there also needs to be
more experienced teaching staff than there is now.
The education system could introduce more valuable lessons such as learning more students about the
economy more, so that they know what is going, as some younger children still don’t know what’s
going on. They could also provide us with more experience.
The education system is doing pretty well at the moment. Although it’s not just our country that should
change, many countries need their education system improved.
The education system needs to focus on years 9 - 11 to encourage them into the work force and give
them suitable advice
The education system needs to start being more specific to the job industry, with lessons on things such
as; Project Managing and Team Leadership. I am a youth leader and I have independently learnt skills, a
lot of teens would not have the motivation to.
The education system really should change for young people’s needs, by making options for year 7
students.
The education system should be changed where by young teens should have an opportunity to have job
experience so they can no what there going to do in the future and how they are going to do it
The education system should be more customisable to suit the skills of a student. For example a student,
who is talented at English, will not want to do Quadratic Equations in Maths if it is not going to help
them in future life.
The education system should change by the teachers explaining why they choose there work so we can
understand how and why they are making us go out for jobs I also think the rich and healthy should
work to because then it is giving us an idea on how 2 work.
The education system should remain mainly the same but instead of just work there should be
explanations for the work.
The education system will be good enough that we can chose any profession no matter if it is private or
state education that will give us a bright future in whatever we chose to do
The Education System will be great because I could change it by advertising things for them, just doing
many great things, I think, it will be a great opportunity to make an Official Education System Badge so
that people can join badge + worldwide Ty!
The education system, is a bit all over the place to be honest at the moment, because some teenagers
think they can just fool around at school then expect to get a job straight away, education needs to
change so that young people come first
The government should give businesses money and invest in schemes that link them to schools. This is
because at the moment businesses are unwilling to take on students for work experience, especially for
longer than a week. I could only do 5 days,):
The only way to change our stagnant inefficient education system is through innovation and competition
not protectionism. We need to remove the government shackles from the innovators – even if they are
non-degree dropouts like Bill Gates, and Steve.
The only way to change our stagnant inefficient education system is through innovation and competition
not protectionism. We need to remove the government shackles from the innovators.
The school day: Go to school for an hour, and get assigned work to do over the Internet. Go home and
do the work.
The schools should send those who don’t care about their career into another room so they cant bother
us, its so annoying
The teacher maybe to explain what there asking for a little bit more detail to help some of us understand
a little bit more
The teachers should help prepare us more for the future and any jobs that we hope to get. Also help us
find out the different things we could do in college/university.
The teachers should listen and understand the child’s need first.
The whole class should be involved in learning
There needs to be better teaching because most teachers are perfectly good at their jobs, they just cant
control a lot of students.
There needs to be more focus on actually getting jobs more than just on what qualifications are needed.
There needs to be more work experience whilst were in school. Employers seem less interested in
qualifications these days and more interested in whether you have experience in the field/job you're
applying for.
There should be easier options, that means like we should have our view about everything... even about
coming to school at a young age as there’s people in the school who don’t want to be there so why
should they just sit there and distract other people
There should be fewer tests, and more lessons on finance and skills that we will actually apply in later
life...
There should be more help about jobs etc as I’m in year 10 and soon going to have to get a job but I
don’t know which kind.
there should be more lessons where students learn to full out application forms for college, 6th form,
apprentices ect. also lessons on how much things cost and how to save money, bank accounts.
they could explain more. tell us why we need to get a job and what we would benefit from it.
They could give us more lessons and advice on jobs
They need to ask what we NEED, not just shove it in our faces. I think year 10 and 11 pupils should get
one to one meeting with careers advisors monthly.
They need to give us more insight into the actual job world, and made it easier for us to apply for things
were only young; we can’t do this sort of thing on our own tbh! We don’t have the confidence or the
experience!
They need to help the future generation of adults prepare for work
They need to make people work more and let us think about what is was like in the past.
They need to tell us available jobs and what qualifications we need to achieve it.
They seem to just throw money at it and to be honest most schools don’t know what to do with it. I
would try and encourage learning in more positive ways, And possibly try to make school more fun and
interactive.
They should do gcse’s earlier
They should give people more time for their education and give them a lot more help. Increase school
hours more homework.
they should have more job spaces to get more education for kids
They should let young children have laptops at school to help them learn off there too for excitement as
well.
They should make employers take on kids at an earlier age to show them what life is really like and how
you have to make the right decisions
They should stop treating us like little kids and let us tell them what we know about getting a job.
they should talk to student when they are in year 8 about job advice so they know what to pick in there
options in year 9
They should teach what jobs we can and cant have. Teach us about jobs e.g. Someone wants to be a
singer they should teach us about singers, how to sing etc.
they should teach what the child wants to be in the future
This is how I would change the education system I would make sure that children would have a choice
of staying at school for one extra hour to learn and properly understand how the subject that we were
working on properly
Those teachers are not biased against which background you are or social status group. That they are not
constantly telling you how stupid you are and to address is if you have problems like dyslexia etc. Also
to help you have more life skills.
to add more politics to school conversation and let school children have their say in the topics and if
they agree or disagree with teacher comments
To be honest I think the system is fine it would be better if they gave you career advice from an earlier
age.
To be honest, I think its great how it is. There’s only one problem... the lessons are boring. Make them
more fun. Then again... learning education is boring anyway.
To be honest, some of the teachers they let teach are not good - and even if they are a good at teaching
they cant control the class. Teachers need to give you extra time and listen to your needs, and respect
you.
To change the education system I would have more resources available for people in the school from a
younger age, this could then enable them to think about their future earlier and help them with their
choices for GCSE's etc.
To change the education system I would let the teachers and mps and stuff to here what use younger
generation think because u can learn more from your kids own age than your teachers knowledge
because it opens new paths witch we can take and learn. Thank you
To change the education system I would probably make it that the teachers could make lessons more
fun and inventive and more school outings to see how the workplace works but to make the outing fun...
To change the education system I would teach students about how hard it will be being an adult. Teach
them about paying taxes and finding a job so they will be ready when they leave school
To change the education system, Careers advice should be open and should start from late year 7.
To change the education system, I think teachers should start paying attention to children with
difficulties and also, I think that teachers should start using Job skills, and lessons to do with that in year
8.
To extend the years at school and maybe start doing gcses when your in year 7 so you can get more of
an option of what job you can do
To focus more on subjects not applied as usually as English or maths as such
To get a job, I would have to look through all school records and if you’ve been good or bad, and how
well you’ve done.
To give children extra time to learn more on other subjects instead of English and maths we should do
things like ice skating
To give more help to people that are getting jobs and teach better key skills
To have less Homework
To help everyone to help what they have to know
To help find a job when I’m older
To help me get a job I like
to help people more and give them more of a chance getting there dream job
To invite some Career Advisers over to schools across the U.K, and start in Year 7.
To learn Subjects that will help you
To make education more fun and more challenging
To make more things happen to make all education better everywhere.
To make sure we aren't falling behind and the odd test doesn’t harm you, does it? So academic tests
would be helpful to keep a record on how well a student
To make sure you have fun when you’re either go to collage school or university! Have a good
education to help you when you are older Because your life for education and your job starts in school
to make teachers come around students more often and help them if they are struggling
To make the education system better I have quite a few ideas, my first idea was that maybe the schools
could have better teachers, teachers that work for higher levels,
To make you more prepared for jobs
To stay in school until we are 16, not 18
To stop teachers spending so much money on the staff room.
To use more mathematics skill in all lessons
to work hard at school and to concentrate and to be more confident
Too have more work experience to prepare people better for there future.
Train teachers more
Try to understand kids and do different things to interact with them to get to know them and see what
they are good at so they can use it for a career choice easier.
University in England should be free. You shouldn’t just be told information, you should learn in a
practical way that helps you better understand it. Children should be taught motivational skills from a
very young age.
University should be for everyone instead of just for people who can afford to go to it
We can work harder to achieve the basic and then more harder so either way we are better
We could make it a bit better like put a school trip more science stuff
We could try jobs and see if we like it
We could try, to stop gangs in our world, help our environment, also instead of not going college we
should strictly not allow people who finish secondary school out.
We need to make education more worthwhile, More hours of homework (Not that I enjoy Homework,
really I do Hate it, but it helps me). We need to get the pupils to be less distracting in class, and for
Teachers to control the pupils more.
we should all do work we understand and help others learn what’s right for them!!
We should have more educational trips. !
We should have more work experience, and not just 2 weeks that is currently set.
We should have to start GCSE in year 9 and not really do test or exams in year 7 or 8
We should let adults come to school to learn things they didn’t know before
We should separate people into mixed groups and not just clever and dumb
We should teach kids more employment stuff when they’re younger
We would need teachers to get more involved with my careers choice for our GCSE or A-Levels!
Well at my high school they need to help you with your questions for sats or Tests because if I don’t
understand I usually get shouted at.
Well first I would offer careers advice to young people such as year 7 and over also I would have
children longer lessons and less time at break as this is resting the brain it can be hard to settle down in
the following lesson disrupting concentration
Well first of all learn them all how to speak languages and that could get them a better job.
Well have an employment school for children 2 see the jobs they will like and that could be a big
difference in there future
Well I believe the education system should be personalized, because everyone is not the same and
learns in different ways.
Well I do want education to be better because I find work really easy I do more work that is given on
the time we have we need more work and less homework
well I don’t have much to say I learn a lot at were I go and hope to have a good future from now on
Well I go to a school for people with medical problems and I only do 2 hours a day. It’s annoying
because I know I’m not learning what I should be learning. I want more relevant learning.
Well I think in education if we do practical’s etc: work on computer more, do more experiments in
science
Well I think primary school should have the homework routine that we have in high school and maybe a
bit harder work to prepare them for the future
well I think primary school should teach you a little bit more career options because it will help you in
the future a lot
Well I think that people should get pay for the jobs we work hard for
Well I think that they should make sure all teacher are in and not have many supplies because then the
pupils will go downhill just like I did when all I had was supplies
Well I think the education of children should be more challenging
Well I think they should make university a major option so once you finish college
Well I think to make education more better is to offer more jobs and if people choose a job for their
future teachers should explain more about the job like what degree you must get to work there and what
qualifications you need for it.
Well I think we should all get jobs to help us get better and the tests we have we should do them in year
3 to because we need to get better over the past years
Well I would basically get most education in the subjects we have at school and if I ever go to
university it would help me to get a qualified job.
Well I would change it by making the children and others understand what they are talking about and to
let them know that the further education and experience better jobs and better money. if I was to
improve the system it would be this way .
Well I would give more options and sort out complications with the university systems
Well I Would Let Them Have More Experience In More Things
Well I would like the work experience thing that usually goes on in secondary school should start to
happen in primary may at the age of 7-11 as they need to be aware of what may be coming their way!
Well I would make education relevant and offer much more opportunities for people going into
university to help them get the job they wanted.
Well I would make school have more tutors
Well I would make schools help the people that need the help by giving them tutors. Thus making more
people capable for different jobs.
Well I would not do sats in year six because it is washing our brain but then again we should stick with
tests in year 9
Well I would try and start it on year 6 and the higher years always try and help them get good grades
help them pick a job and get a good job
Well I wouldn’t really to be honest I don’t like that much change!
Well instead of what you do at school effects your job it should be what you do at college that’s effects
your job
Well maybe they could change how to do a car test or change how to do a nurse test
Well my school tries to make me go to a college that I don’t want to go to and they shouldn’t make
students do lessons such as French or P.S.H.E if it has nothing to do with the career that you have
chosen
Well of course I would help young children to develop skills which will help them I’m the coming
future. It’s not all about written support what Children need is Moral support, which will boost their
confident levels.
Well some times people are shy about what they would like to be when they are older because of maybe
their knowledge
Well they should get everyone involved cause some people don’t like what there getting taught and
make more things people will enjoy
Well we should have a bit less time at breaks as we get bored easily and then don’t do as good in school
as we are bored then don’t do any work :)
Well, being 13. I don’t know too much on this subject. But Id makes it so; younger people got to know
about this at an earlier stage. Around like you said, about Year7.
Well, I think the education system works well at the moment but I would say that teachers get a little
paid more so schools wouldn’t be closed for strike- this misses weeks of education.
Well, I think we should revise before our tests so we can get a good education/job because in the future
there are plenty jobs out there for you,
Well, my options are coming up next month and I think they should have work 1 on 1 one with your
tutor to talk about your options
Well, Really there isn’t a way of changing it as we have no say but if you could, Just make it far easier
soon as you go into year 7, you start getting the help you need to look for employment e.g. connexions
come into school for you every so often for yr7
Well, the credit crunch is up and it’s hard for people to get a job, so it should be cheaper to go to
university?
Well... they should definitely make it much more fun, no one likes going to school nowadays, so they
should definitely work on trying to get people to enjoy school, that way more people will want to
learn... and many more people will get good jobs :)
Wider choice of lessons.
Wider range of subjects in year 7
with the education I think they should change by listening to peoples ideas and try to compare to make
them better and to understand
Work experience compulsory, talks from different jobs e.g. Nurse, police, IT worker, teacher, etc
Would have us start school later in our lives and finish later to build our self esteem
You could talk more about paths you can go down (which jobs and careers you can get and what you
need to do to be perfect in that job area in yr 7 to the end of school
You should be able to drop more subjects by year 10 that are irrelevant to you and be able to take more
options, which you prefer and will help to help you get into a better frame of mind for work. Also
having more career days with people coming in helps.
You should get taught the job you want in year 8
You should stay in school for 18 years, you shouldn’t be able to leave school at the age of 16
Young learners should have more work experience to prepare them for the skills they need to gain in
order for that particular job. Education doesn’t always teach them what they want to know. They are not
getting enough skills.
Younger children should be given base learning, along with shapes, counting and letters. Manners,
sharing, empathy and verbal self-defence should be taught, along when it is appropriate to use them.
I will change education by getting more young people should learn to learn from other young people
themselves.
Make sure vocational skills are appreciated as much as academic skills.
You should not have to pay for college
I would bring back apprenticeships and more vocational options, and make work experience
compulsory for anyone taking a degree with little view of what they wanted to do after they graduate.
I would make the way we learn a lot different, by taking children and students out of the classroom and
getting understanding by using practical skills more often.
I think that some young teachers need more experience in the outside world in order to teach students
more valuable lessons about life choices and the world of work.
Get experience earlier; learning more about a career earlier than just at the end of GCSE’s.
I believe that education should be compulsory to the age of 18.
Have a wider range of subjects covered within A level courses i.e. choice of which modules you can
take within a certain AS/A2 module
I feel there is a big amount of stress put upon us from an early age because of exams. However, I feel
these benefit us so that our best education needs can be met. I think that to change the system, I would
make all primary schools take the 11+ to help children succeed further and at GCSE level there would
be no foundation, everyone should take the same level as to show the spread properly in results.
"Education is way too focused on tradition - it needs to get up to date and prepare kids properly for the
real world. Like French. Nobody needs French unless they're going to work in France, but it's
compulsory teaching from an early age, just because that's the way things are done. Why not teach
Spanish? That's actually widely spoken!
It's all so abstract and thought-based; it just doesn't teach the right life skills. If I'd left education at 16, I
wouldn't have had a clue what to do next or how unless I had access to online help sites.
Provide more online learning options
I would try and mix up teachers from good schools and bad schools so all are just the same, also I
wouldn't limit the number of university places
More information needs to be provided on careers that are more abstract rather than the university
version of Connexions job database that covers say only five job types for your degree.
Keep the courses that are advertised funded.
More work experience opportunities because I did not get to do any
To make courses for over 19's at a more affordable price so students and adults can get the best from
education as they possibly can, also keep all available courses funded as this has previously
disappointed many.
I think I would change the education system by keeping courses funded! If you keep cutting costs on
education then we will have problems in the future as people will not have further qualifications as they
cannot afford to fund courses themselves. The government are creating problems for themselves!
I would make the government lower the price of a course tuition fee for over 19, as most people are
students and can’t afford to pay such high fees
I would make public schools have smaller classes as it is very distracting with 30 people in one room
trying to learn especially if you are finding the subject difficult. Also this would help the teacher to
notice more easily who needs extra help and who finds that the subject being taught is easier.
The education system is perfect for those who are keen to learn and those who strive to get far. But for
the less enthusiastic people, education should be made more exciting and they should be reminded of
the benefits of it. These days, we learn in lessons but we don't know why we are learning it. We learn
for the 'sake' of the exam, and because it is a 'good thing' to get good grades. As well as teaching
academic subjects, students should be taught life lessons and be encouraged to get far as they have the
potential and can do anything they want. Many people lack confidence and belief in them, so they give
up, but if we are reminded by teachers and peers that we are capable of anything and have the right
environment for learning, people will do much better.
More work placements during university degrees
Have longer work placements for more experience. Try and help students looking for work in summer,
whether it is a summer job or part-time.
I would put a greater emphasis on skills that would be needed in the workplace or use real life examples
in academic subjects. This is already being carried out in some subjects but it could be implemented
through-out the curriculum. I also think that independent learning should be encouraged. For example
setting a task to find out a piece of information but leaving the way they do this up to the student. This
would prepare students better for their future careers as well as develop their own style of learning.
The education system is very open ended and often comes under tough scrutiny from a lot of the general
public. Education is always pushing pupils to do better and better all the time however this may not be
for most pupils although however from a very young age children are now fed the idea that they have to
go to university to make them selves better people and to make their parents proud and in reality this is
just not the case, less emphasis needs to be put on young people to continue education and more on
them being there own person in life.
I would add more work experience so that students would benefit from learning by doing.
Kick out teachers that do not academically qualify for the job; comprehensive schools should not suffer
from bad teachers if they have a 2.2 degree. 2.1 should be minimum however some subjects like maths
and business should have a higher standard than a 2.1 criterion level.
Value all qualifications equally
Teacher’s profession should be looked as a VERY respectable job like it is in E. European countries, S.
Korea, Sweden and Finland. Whereas in UK this is a looked as a relatively easy job to get into. To get
this view of the profession better, TOUGHER criterion levels should be set and only the fittest should
go through. Furthermore, some might say that teachers with higher academic qualifications... might not
be pupil friendly, this is a 1 year crash course for Upcoming teachers should be done were the minimum
degree is 2.1 or higher. This would improve their empathy and other skills to students as well as being
V academic.
I do believe the ""red tape"" for teachers should be cut, the amount of paper work they do is absolutely
ridiculous, let them teach and let the H&R do the paperwork.
Teach soft skills such as interview techniques. Teach money management skills.
Its not about how can I change the system of education, but, how the government give much importance
of it. Having a good quality of education can be achieved if there are complete utilities and equipments
in every school/universities. And if there's unity in every nation.
I think there should be more career openings as in College I don’t really no what job roles I could get
into with what qualifications.
I would involve more actives for pupils to do and more opportunities plus there need to be more out
there for kids
I would make a lesson where they teach you about work and career choices and other things so people
know what to look for and what to achieve to get that
I would make sure that the college day was as long as school days, this way there would be less free
periods, and people would go more. Also I think that we should have a choice between doing
coursework or exams.
I would have schools and college have students prepare more for the outside world and work.
"In my personal opinion, I believe that more emphasis has to be put upon informing secondary school
children concerning the choices of higher learning courses they will have to make in regards to a
particular career path.
I feel it is imperative for higher education establishments to provide a more tangible work experience in
competitive fields, such as law and medicine for potential students to better influence their course
choices "
Make University cheaper!
Making education funnier, at the moment its to boring. It needs a little more then just reading books and
practice tests.
Change learning times at Colleges etc. can start too early and finish late making it hard to concentrate.
Courses should address contemporary issues rather than outdated ones.
If I were to change the education system I would like to apply for practical experiences and work
experience. Also I would make learning a language compulsory because I believe that being able to
communicate with most people in the world is a very important factor. Also I would try to incorporate
enjoyment and fun within the lessons. I would do this by getting classes to meet people that have
become successful within that subject. I'd hope to create a much more enjoyment atmosphere but also
include hard working experiences. I think that bringing people into college that have been successful
through their subject will give students a wider outlook on their future to come.
I would separate the education system based on talent. For example I would have more physical based
schools for those who are better suited and are more likely to get jobs such as in the army or athletes etc.
Other schools may include education for people with a more creative mind who are suited for decision
making, and go on to such careers as business politics or army officers etc. and other specialist schools
such as science, maths, English literature etc. This will give students a greater sense of direction and
mean that they can focus on their talents likely resulting in higher achievements and increase their
employability.
The education system should be much more difficult. Sounder theoretical base is needed. What we
study at A-level, people in, say Russia, study in year 6
I think that students react badly if they are forced into education. This might not be too bad if some of
the pressure was relieved. Removing unnecessary work, for example, may relieve aforementioned
pressure. Too much out of school work builds up on students and makes them stressed and anxious.
I think the education system needs more emphasis on understanding specific needs of each student.
I would ensure each pupil is taught to their strengths enabling them to develop skills both academically
but also gain experience.
Teachers need to find more/new ways in which to motivate students into wanting to think about their
future
Informing them more about how to write a cv
Have more opportunities for extremely intelligent/talented people and more support for less talented
people - more diversity and personalisation.
Less emphasis on exams - they're so stressful. And less pressure on the pupils to decide their career so
early in life - 2nd years is too early. Regular training or assessments for teachers. Some of them are
excellent, and some of them are rubbish, and it shouldn't have to impact on our education if we get a bad
teacher.
More tailored learning.
Civic education will help teenagers to know more about their country.
Careers services, teachers, schools and parents need to consider the situation that is right for the young
person - instead of channelling them towards university, which isn't right for everyone. Students
shouldn't be made to feel that vocational qualifications are inferior options.
I would have the exact same system at the moment but in later year’s i.e... Year 10 and above. there will
be more opportunities to get interview skills etc. maybe when you close for college/unit/work there
should be after school times to practice CV skills, interviews general guidance etc.
I would change the education system by introducing compulsory citizenship lessons, where people can
learn more about our nation, and also about politics, as, until recently, I knew close to nothing about the
way our political system works, and I feel it is important for the younger generations to understand the
way in which the government works.
To make it easier for students of 16 and over to find part-time employment.
Pupils need more work experience and need to take part in compulsory clubs in school!!!!
Focus a bit more on experiences instead of academic aspect.
Condense degrees so that less of a student’s time and money is wasted.
Personally I believe that the EMA incentive is ridiculous. I would immediately apply it to everyone
regardless of family income or ban it completely. It is Horrific to think that certain people whose
parents get X amount of money where others who do the same courses don’t. I believe that the EMA as
an incentive works but people who don’t get it is discrimination. Apart from that the educational system
is brilliant.
Teach more life skills such as finding insurance, help finding accommodation, how to complete
accounts.
More space to work in, for example larger study areas more computers for word processed work and
along with better funding for college excursions and field trips that relate to specific courses
More information from teachers as to what would be a good career path in a specific field e.g. scientist
or doctor for biology and what opportunities there are for jobs involving certain subjects
I would move the gcses forward to early spring and start a levels immediately afterwards until the end
of term, to bring people up to speed for a level
Education should be based on what you want to learn, instead of what you have to learn. Many people
come out of schools with phobia's of basic mathematics and reading because of being forced into it, the
system is ridiculous. People, even from a young age, should be able to decide what they want to learn.
Get proper qualified teachers!
Get the teachers motivating to get people into university
I would make the teachers more understanding, the classes more fun and the hours more flexible.
Remove General Studies A level and switch to preparing for work/writing CV's
More information about what opportunities are available when college has finished.
I think the education system should teach us more about life outside education and ways to prepare us
for it.
Make GCSE's more skill based; they are unfair to non-academic students. I'm academic but watched
friends struggle at GCSE.
I would try and attempt to change the education system by giving students more say and have a chance
to express their views, without being intimidated by others.
By giving everyone an equal opportunity.
More structured courses for as/a levels. more readily available and honest (unbiased) information about
courses before decisions have to be made
I think that students should be provided with more opportunities to hone vocational skills in preparation
for the workplace without compromising academic credibility by avoiding A level studies. I would like
to see students being given better guidance from a younger age also.
I think it’s important that more help is made available in regards to work experience placements, extra
curricular activities for example young enterprise and preparing your CV and UCAS forms as these are
areas that will affect our chances greatly
You should get more UCAS points for doing a harder AS/A2 (e.g. Maths or Physics is a much more
complex subject then say Media Studies)
Do away with the sats system. Its devaluing children's skills and side lining other curriculum areas.
I'd like there to be a greater focus on universities and how students should base their subjects around the
courses they wish to take, so I believe universities should be taken seriously from around Yr.9 and
children should be introduced to the courses uni’s offer.
I think we should get out of the classroom more. Have lessons outside; go on more trips that are actually
worthwhile. Get more people to come and talk to us from outside of school. The best way of learning is
through experience. Sitting in a classroom is nothing like the world of work. I can honestly say I will
probably use only about 10% of what I have learnt in the classroom in later life, I'm therefore wasting
valuable years where I could be learning how to cook more food for myself, or how to look after my
finances rather than doing simultaneous equations or learning about what each part of a river is called.
A more rigid structure, I think that too much choice is given too soon. I mean kids in secondary school
are still kids and what ever you want to say about "respect" they still need all the support they can get.
I think education should be a bit more stricter on pupil’ behaviour, so they cannot distract others from
learning.
Degree courses in a shorter period of time, but you are there longer instead of for example a 12hour
week and a 3 year course!
Less tests
Have a single exam board.
I think that more time needs to be spent at college age to ensure that the students know exactly what
they want to do when they leave college. Too many people do not know what they are doing when they
are in the second year of college and they are just applying to uni to a course that they like the sound of
it, not because it is going to help them in their career choices. They need to be shown all the job
opportunities that they can have through degrees at uni and what each thing gives them therefore they
can decide whether they actually want to do with it.
I think it would be a good idea to have a week or two of work experience in your chosen work place, the
employer then would agree to give you a job there when you have finished your education, this will
help lower stress levels to students, knowing they will be secure (job wise) when they have finished
their education.
More emphasis on practical skills than skills that wont be relevant to employers, at collage.
I would try to get people to do more practical stuff to gain some experience in a field that they are
interested in so that it won't be as much of a problem later on when they will go for a job interview as
many employers are looking for experience.
The government has covered so much in red tape that it is becoming impossible to enter certain areas of
industry through fear of being challenged over certain issues. The current economic climate means that
I’m sure university is now unfeasible to some families and therefore discouraging them from further
education. Lack of the basic education will then likely lead to unemployment in later life, therefore a
larger burden on those with an education to provide for the country’s mismanagement and lack of a
stable government with no future plans or ideas on how to rectify the situation.
Stop forcing us to do RE.
Take a more 'hands on' approach
More colleges and universities and more information about apprenticeship.
I would set a high standard grade system in which students would need to get higher than today’s
minimum (5 Cs)
I would stop putting the students under pressure by saying that we need to do exceptionally well in all
our exams, and become really good at every subject. The curriculum should be slightly flexible for the
teachers to decide which parts the students in their class will excel in.
Decrease the student loan amount that a student must pay back after university
Make it compulsory to have at least 1 academic (maths,english,science) a-level
Learning should be made more enjoyable and done in a way that the teacher doesn't just state how to get
your marks in your written exam or what you get them for and what not. I would personally prefer to be
taught in a more visual/practical way for some subjects rather than reading from the textbook/smart
board with the teacher droning on because students start falling asleep in lesson (said from personal
experience). I'd like the teachers to briefly teach us things that may not be in the syllabus but are fun to
do instead of sticking strictly to the handbook guidelines. By keeping it brief, it interests us into the
subject further and also leaves enough time to complete the syllabus.
I would change the amount it costs to go to university.
More choices of subjects
I would increase the help available to students when choosing university courses, I found it very hard to
get someone to sit down with me and discuss my options fully. Also it is hard to find out what a
university course could lead onto i.e. jobs and that was a big issue for me.
To be more free-flowing. Take advantage of the International Curriculum instead of following the
National Curriculum. A lot more open-mindedness needs to be brought into our education system.
Where I'm from, shops seem far more interested in employing women rather than men, therefore
making it extremely difficult to find a shop job. Education in the South is great.
help potential university candidates take part in more extra curricular experiences, courses and
qualifications which will help them get a place at good universities
More work placements that will help with future employment. for anyone from people who are in
college doing A levels to B techs everyone should be given a chance to try out what they are setting
them selves up for before they make that final decision
More work experience, more interviews, & better advice given at the end of school.
I think students should be asked what their strengths and weaknesses are in terms of academic ability,
and also what their career aspirations are. The student and college should then be able to decide the
correct subjects suitable for that career path.
No homework
More work experience. I think doing this would make the students more prepared for work in the
outside world
Make an Exam system that is updated when needed but not completely changed and tested on a
unsuspecting year in school/ college
Make more apprenticeships available
More work experience. Less exams, puts pressure and stress on students. More course work and better
support for students who struggle with priorities, time management and social responsibilities. Display
student coursework to parents instead of exam results. Bridge the gap between 'MR Surname' and
student.
Try to give equal opportunities, because even though its excepted, people who are 'well off' or go to
private schools get considerably higher grades than those that go to public schools, and also in some
schools and colleges, people aren't given the help they need and deserve.
We need more visits from genuine, common and high profile employers/ees so that we know what life
is really like in adult work.
"England has become a Multi-Cultural country and there are many societies that are not cooperating
with other communities and understanding their background. I believe that it is important for the
youngsters to socialise with everyone that will decrease the racism and discrimination in this country
overall.
As I am quite familiar with moving schools and countries, it can be a rare change to be in a new school
and learn a complete new language. It takes a lot of time to talk and confidence to talk to someone and
not being afraid to say something completely wrong or something they will not even understand. I have
struggled my way up to build my communication skills in English whilst completing my academic years
in High School successfully. Even studying here for three years, I am still struggling to keep up.
In order to make this easier, I would suggest having \\\'international coming together\\\' events, where
we can interact with all the other new individuals and support each other and not being afraid to say
something. This does not have to be within a school community but can also be organised by other
education groups.
This technique of getting to know each other could also be done with disabled people. By talking to
them and helping them, it will tell us how grateful we are with our life and give us a lot of experience.
This will hopefully give us more spirit to finish our studies successfully and make use of our education
facilities to do something great later in life.
These changes will help a lot of individuals who find it difficult to socialise with the community and
also give the population a taste of every peoples background and understand the roots of this country,
education and real-life situations, referred from our role models such as Mother Teresa and Martin
Luther King and many others who tried to bring everyone together.
More life skills such as how to manage bills/ accounts/ money. More sport.
The education system should prepare you for the job world.
I would make it allot different by making lessons allot more fun than having to write on and on as some
students cant understand in that way and they need more practical lessons on doing things to him them
remember
More teachers
I would not change the education system because it has worked fine for the past few years and has been
helpful to me swell.
Make it more accessible
They would need to make are lessons more practical!!!!
Pay more EMA and make sure its given out every week like its meant to be done
Make it more interactive. Otherwise it's ok how it is.
Increase the use of vocational qualifications and how they work with the use of hands on activity
I would give students more options on choosing subjects to study, instead of just drama, ict and music
for example the education system should offer Drama - Acting, Writing, Producing
Maybe change term dates to get us ready for work
I believe any teachers can change the education if they understand what students are trying to say
I would make education more fun and a lot more interesting for pupils
Talk to the teachers and pupils get a wide consensus and actually see how they watt it too change. Do
not guess.
Education needs to focus more on giving you the skills you need to have a successful career, not just
make you able to pass an exam.
I would make the lessons 10 minutes shorter (plus lunch not break) and would let children have 5 mines
break between lessons if it was double period (technology).
Get part time jobs more, and discounts at most shops, and more physical activities at college such as
bigger gyms, basketball, football and even swimming pools at some colleges.
I think the education system at the moment is based too heavily on qualifications, and in lessons you are
mainly taught "how to take an exam", instead of the relevant skills. If we had a more flexible curriculum
so students could learn things that interested them and were relevant and less exams. Exams don't test
your knowledge of a subject; they test how well you can take a test.
Be stricter with disruptive children rather than giving them endless opportunities and making excuses
for their bad behaviour.
I would make sure everybody was welcome whether they have past qualification (gcse) everybody
would get the help that is needed so they can complete a course to their highest standards and can get
the best from their future.
Give young people more of an opportunity to get out and experience jobs first hand, focusing less on
learning to get a grade and more on how to apply the knowledge they obtain and what to do with the
skills they are going to acquire.
"I would change the education system starting in secondary school; I was pretty ill during my secondary
years and was not given much support about things that were happening in and out of school, because of
this I had less confidence and motivation to do well. So I was put in a lower class and stayed there
throughout the rest of my school years, my potential was never tested. I feel they need to incorporate the
same level of teaching across the board, not just stick me in the class with students who wish to waste
everyone’s time and education.
I am happy now been through rough times in and out of school, now in college and am doing what I
want not because I need to but because its my dream.
Hire highly valued staff.
Schools and colleges should provide more advice on higher education and career options.
Employers need to see potential rather than statistics.
"More money to encourage people into education, i.e. cheaper university fees, it needs to be a place for
people from all backgrounds.
Discouragement of any religious schools to encourage tolerance and diversity. "
Considering the link between education and employment system the only thing I would make different
would be to get the actual schools/colleges to find their students jobs or work placements.
Include more educational student benefits such as free transport or student lunches.
I think employers don’t give enough opportunities for students. I've been looking for a job for about 3
months now I applied for millions of jobs and all of them reply to me saying I haven’t got enough
experience. How can I get experience if they dent give me an opportunity? I think that is totally stupid
they should help us more as we are the future of the world.
By making young people aware of how much volunteering helps.
There should be more in the courses which are directly related to jobs. I think that people struggle
initially when they leave college/university to apply what they have learned to a working environment.
I would create a scenario where people play the roles in an interview during an enrichment session, this
would then help prepare for real interviews as questions that would normally come up would be
prepared for.
I think that education should be more learning and less listening you learn more when your learning and
not listening.
I think practical training should be the focus rather than the emphasis being solely on academic
qualifications. Particularly in this climate, employers are looking for practical skills.
I would give more people more opportunities to gain qualifications and chances to re-take gcse's
I would give more advice on other choices to young people who do not necessarily want to go to uni.
Not judge applicants by just qualifications but by personality and work experience.
"I would allow kids to choose what path they want to take from an earlier path.
to do this, I would give lots of career lessons, so I would discuss with the kids, what they would like to
do in the future, and help them get a inspiration for the future, so that they can work harder to achieve
their goals, instead of school feeling like a prison, where you have to go 2 no matter what, I would make
school a place for people to want to go to, to achieve their goals so that they can get their future goal,
because I believe kids go in a different direction if they do not know where to go in life, this is why I
think kids need more help in this area of expertise, because once we get to year 10,some kids just
randomly pick subjects that they think they would in enjoy.
if the government is worried about kids not doing math, English or science, then just tell them that the
requirements for most jobs C is a minimun in the subjects stated above.
I would say that in education you do not get enough work experience, or preparation for the outside
world.
I think colleges should provide more facilities to help young people understand the interviewing system
There should be a better balance between qualifications and practical experience. We currently have
too many chiefs and not enough Indians!!
Work at a faster pace and start the gcse work earlier, maybe yr9
At the moment I wouldn't change anything in terms of the education system.
Improve the pastoral care in schools
They can be improved by giving students more chances to achieve in life, for example more work
experience and more options on subjects.
Right now Tec courses are seen less of an achievement compared to a-levels courses, even though it is
stated that they are pretty much the equivalent of each other. So I would change it by adding a bit extra
work to the Tec courses, to make them as relevant a-levels.
Students would start school at 10a.m and finish at 4p.m.
Give teacher's more control.
I would cut out the GCSE tests and subjects and make Gcse subjects BTEC. I would delete the
university & college fees and triple EMA & ALG to £300 a week
Need to make lessons more fun so people enjoy them
Money should be allowed to be transferred from one department to another in order to improve the
efficiency of money usage. An example being my school, as a 'sports school' received extra funding. We
had Sky TV in our gym and four deletions, one being a flat screen, which I believe to be excessive
whereas the English department could not even afford to buy new exercise books until the beginning of
the next academic year. It would seem more than sensible if money from the sports department was
transferred to the English department where it could have been used more constructively.
More vocational work mixed in with academic studies - not undervaluing the intelligence of those who
choose to peruse a vocational route.
The teachers need ongoing training because simple things I ask are still failing to be answered
The education system is fine in most schools.
In order to improve education system, I would provide with more support for all the students. Add more
options in order to be able to achieve higher education and consider different ways of assessments, for
example life experiences rather than base on a qualification system.
More help with careers
Make it more employment relevant
I would make sure that courses and timetables are explained more clearly and that Universities should
be government funded so that people don't need to take out massive loans
I would allow my work placement jobs across more academic courses
I think I would make sure that further education (after GCSE) is made compulsory because it increases
the chance of young people of getting a better career and living a comfortable life. It will also bring
great benefit to the government as well because it wont have to provide so much benefit to the public.
More information is needed concerning the other ways to reach careers, other than university- for
people who don’t want to go to uni or cannot afford it; there’s little help in guiding them in the right
direction for their goals.
The learning needs to be more practical and teachers need to learn how to apply their skills to suit all of
our needs and learning types.
I would remove all uniforms, as I do not see any Respect in those. I can say this because I have studied
in Germany for 12 Years and there was no need for a Uniform to show respect.
Have more practical elements because no one realises what is like in the real world till they get out of
school.
"Up to Year 9 free up the curriculum more, be less strict on syllabus and allow the teachers some
creativity.
If teachers are teaching an A Level subject should definitely have a relevant degree in it, i.e. Maths"
I think employers should be able to offer small jobs to children below the age of 16 so that they gain
some experience for what it is like to be employed e.g. a Saturday morning job helping at a shop and
also so that they can have some money to help with purchasing things like book or saving for university
as perhaps there parents aren't in a financial position to be able to help them with these things.
make sure the teachers know more about careers and not just say go to connexions and also to do more
employment stuff at school like mini interviews and writing CVs because most students would ask their
parents for help and would not be prepared enough for the employment world
I would set up a stronger system to help students decide on their next best stage in life. I.e. going into
employment, and help them find the career aspect that would best suit them.
Personally I’d offer more work experience not only two weeks in yr 10 but perhaps another fortnight
later on t and then again in year 11 as this is some of what employers want and you really learn allot.
I think that every one should be given the same opportunities in school and it shouldn’t be based on
what level you are at, as I was in low sets the whole of my school life and I didn’t get the opportunity to
learn real life employment skills More time to individually go over work, etc with teachers
Make connexion meetings for future planning compulsory, many of my friends don't realise the benefits
which are available to them unless they hear from a friend.
"Ensure that funds are distributed fairly and equally between schools.
Ensure that environmental costs such as heating and insulating schools don't get cut back either."
I would give better reductions for mature students wanting to broaden their horizons and not just for
those who are unemployed or straight out of school.
Make university and higher education free therefore more people will go for it as they will want to
better there qualifications knowing they wont get into debt!
Fewer exams
I think the education system is pretty good, but inclusion is not working. Exclusion of misbehaving
students must be put in place, or more strict measures must be put in place to keep them in track such as
capital punishment.
There needs to be more work on trying to build children's confidence and self esteem from a young age,
I feel that this will enable then to aim higher for themselves, and work hard to achieve their goals.
I think every school should mark the papers according to a marking scheme because at my old school
calotte campus I got Seeds one C and one G but now at college I am getting Cs so its not fair to be
marked differently and it is also not fair when the teachers loose your work and say you never handed it
in or you haven’t done it when you know you did. This should be changed at once!
"Students can choose at the end of Year 7 which subjects to continue, after having one year a secondary
school to trial the varying ones the school offers. PE and Games should be scraped, and replaced with
simple fitness lessons, where kids must run laps, so push ups, sit ups, act. There should be one fitness
session per school day.
Schools should implement a three strike policy, where by after a student has been suspended twice for
whatever reason, on the third instance the child is permanently excluded. Permanent exclusion should
also be used as a punishment for first time offenders.
More emphasis should be placed on basic life skills, such as family finances, cookery, and basic DIY.
Less emphasis should be placed upon subjects such as Music, Art and '... Studies'.
More money should be spent on gifted and talented students over SEN students, to encourage a larger,
more influential future intelligentsia.
More vocational learning
I think work experience should take place more often throughout secondary education
No high student loans and fees for education its disgusting getting yourself into debt at such a young
age
I would change it so instead of learning from textbooks, learn by actually doing things and going places.
I think that this would prove to be a better way of learning as people will be more interested as it's much
funnier to move about than sit and copy/answer questions out of a textbook!
Give more equality based on what course you do and what class background your from.
I don't think its fair that in Scotland there is free education and in England and Wales there is not. I also
don't think having 50% of people attending university (the targets I believe set by Gordon Brown) will
be beneficial. It will devalue degrees and dilute the graduate talent pool, not to mention cause a lot of
expense to those who could follow their chosen career path without spending money on university.
Less exams, more learning
It is hard for some young people in mainstream education. Give them more than one chance to do well.
The people who aren’t as able academically should be encouraged to believe they are as good as those
who are.
Burak, Year 10, London
There is too much talk of improving education and doesn’t seem to be enough real action.
Young people are more ready to work later on – school should start later in the day
Teachers need to really learn how to be with modern young people. We’re not the same as they were
when they were young
Anonymous, Year 11, London
More work needs to be done with young people on what they want to do later in life
Anonymous, Year 11, London
“The credit crunch has proved that there is a real shortage of jobs - it’s going to be hard even with
qualifications”
“It’s better to have more than one option of what you can do”
I think we should have more practical and fun ways of learning.
I think you should get rid of useless subjects like art, music and RE and teach us in real life situations,
not just in a classroom.
We shouldn’t have to learn lessons we don’t want to.
“Everyone is different and has been brought up differently. Then we’re all mixed at school with
different levels of intelligent - but you can’t look down on people for learning differently”
“I was always scared of failure which held me back from trying new things. Now I am proud of myself
and my achievements so I don’t need to pressure myself all the time”
“If you have a wide range of skills, its better for you in the long run”
“We all need education and without it we wouldn’t be able to do anything. Peer to peer education can
really work - passing on knowledge to those who haven’t been through it”
“You can learn by reading but if you can teach someone else that’s how you know that you’ve really
learnt something - by passing on your knowledge”
100. We should have a better school environment like playgrounds and buildings. I want more options
at GCSE and more school trips.
A levels are too much work and the modules don’t work well together. There are too many tests which
don’t allow pupils to develop their ideas.
A Levels should be made easier
A longer lunch break and 10 minute breaks in between classes would make it easier to concentrate.
All education should be free! Students should have more choice about what and how they learn.
All schools should have the same facilities as one another. We also deserve to learn in a variety of
teaching styles.
An extra year at A Level and more support from universities
Any changes influenced by the youth of today may not be those required in the future, as changes take
time I’m not willing to say what I want changed.
As of recent personal experience, I ha e found it incredibly disruptive when teachers leave part way
through the academic year. I think they should have a contractual duty to stay until the end of a year.
Better monitor on teacher ability
Break times should be longer in school
Change the amount of homework or at least make it more relevant (Jessica Hayes, year 10) East Sussex
Change the lunch times so that we have more time with our friends (Holly Brunton, year 12) East
Sussex
Classes are too big, this means that teachers can’t give students the focus and help that they may need.
There should also be stricter rules for those who misbehave, as they disrupt the learning for everyone
else.
Classes in school should be smaller and teaching should be more 1 to 1.
Classes should be divided into intelligence levels
Could be better. More needed for those who excel not just for those who struggle. Incentives to work
Dear Ed Balls (education minister), Stop the power of EMA! Students only come to 6th form for this
not the fact they want to be at further education. As in Article 14 of the Human Rights Act 1998
(discrimination) – this is wrong! EMA doesn’t improve education.
Different abilities are allowed to succeed so it is okay and brilliant. But exams and foreign languages
are too stressful
Education can be changed by giving young people more responsibility. Young people learn differently
and should have teaches that can teach with varied techniques.
Education does not cater for people across the spectrum and as a result only those of academic
intelligence are able to achieve their full potential. Lessons should be structured in different ways to
give everyone an equal opportunity
Education is good because this is going to be how we spend the rest of our lives
Education is good! Less fees please though. It feels like I am learning
Education is too flexible as there is a chance that people can misuse the resources available
Education needs improvement in 21st Century system i.e. modern problems need addressing
Education relies on qualifications, they’re collected like Pokemon cards and act like it too! It’s not the
amount but the quality. How can we solve this?
Education should be fun and more practical and not just text books. It’s harder to learn by just writing
and easier to learn practically.
Education should be less political. It appears that the focus is no longer upon individual students and
valid, fair grades achieved, but rather upon government targets and on the economy of exam boards.
Education should be more about developing life skills – not about academic stuff.
Education should be more creative.
Education should be more fun. I think lessons should be shorter and breaks longer. Finally I think there
could be some change in the quality of school dinners
Education should be more fun. There needs to more of a range of subjects with better quality equipment
to learn with
Education should be opened up at a much earlier age, way before we have to make decisions about
what we want to do in the future.
Education should e more accessible for all. There are new technologies out there that should be utilised.
I also think younger children should be given more responsibilities and more choice in what they learn.
Compulsory subjects should be more relevant to the modern world and steer away from traditional text
book learning.
Education should have a better sex and relationship education curriculum. Student Councils should
receive more funding.
Education takes too long because you can teach yourself more information in less time. Qualifications
like GCSE’s are stupid because they are too easy.
Education teaches how to keep a class divide – seeing as class is determined by job title etc. therefore
how can there even be a chance for everybody to live happily and with enough money to get by?
Furthermore teaching is a lot to do with being successful as an individual, but it’s hard to change bad
things in the world as an individual, it’s easier as a team to get heard and make change
Every child should have an equal opportunity out of our education system.
Everyone has different views. The situation we have now enables everyone to try everything before
specialising later on. Work issues like climate change we dealt with in subjects like geography, and
they’re the people that care.
Everyone should be entitled to EMA.
Everything seems to be good at 6th form although lower down there are not enough measures to control
noisy classes; possibly introduce a system where if you are well disciplined you can wear your own
clothes but if you aren’t you have to wear school uniform.
Exams aren’t for everyone. It’s not always the best way to show what you’ve learnt.
Exams make me panic. We should have more freedom to make our coursework how we want it to be.
Exams should be more spread out during the exam period or there should be more time off to revise.
Exams should not be hard as it just builds pressure on students which stops them from concentrating
and scares them from learning.
Facilities at school should be changed. The tables at my school are disgusting
Fine how it is
Free university
Free university
From primary through to secondary education, the system serves everyone well (different background,
cultures and ages). You get out what you put in! However university and beyond isn’t as effective as
many hope and believe it to be. And throwing money at young people doesn’t help them to achieve the
best results.
Get rid of homework and be less strict on uniform. We shouldn’t have to do certain subjects like
German or Religious Studies. Teachers shouldn’t be so strict and school should start later because I
have to get a bus at 6.30am to be in school for 7.30am.
Getting students involved in more activities would make them look forward o going to school and
learning.
Give pupils more freedom and no detentions because we’re not learning about rules that way.
Have smaller classes
Having more active (practical) work, instead of sitting in a class room all day taking notes because you
lose concentration easily.
Hire teachers who are experienced in their subjects. We should have no uniform as pupils should feel
comfortable when learning.
Home work doesn’t help you to learn if you already don’t understand.
Homework doesn’t help us learn as we already do six hours a day for five days a week. People just end
up copying off from each other.
I am currently doing science subjects. We learn lots of stuff that is in theory and just imagining how
stuff works. The thing is want is to see more experimental work and new techniques to learn
I am wondering if you could make lessons more creative and have more school trips. Could we also
have a wider choice of languages to learn and choose more GCSE’s and A levels
I believe education in the UK is putting too much demand on children and young people. It is stressful
and doesn’t give them enough time to develop quality time with family
I believe it is very good as everyone has the same chance of having a fair education whatever their
background. There is a lot of confidence and support within education
I believe more parts of the education system are as effective as it possible on a large scale of the
country. But I think students should have more say in the process and methods of their education
I believe schools should have more freedom with what they are able to teach children. Class sizes
should be smaller. People’s backgrounds should be taken into consideration and some people should be
given extra support and help.
I believe that students who do not want to reach their potential or put effort in should not be given as
much of a chance to reach their progression targets – focus on the ones who want to learn for once Billy
Robinson Y12, Cumbria
I believe that the education system works too much on higher achievers. Personally I would try to give
those lower achievers more opportunities. The education system at the moment means those who don’t
achieve loose confidence.
I don’t think anything can change because we need to learn.
I don’t think anything needs to be changed.
I don’t think it should be so difficult to get into university.
I don’t think most kids want to learn. It feels like a while ago people valued it but not any more. It’s
different to how if would be somewhere like Africa where people want to learn because it is more
important.
I don’t think the current system is fair, we are MADE to decide our future between 15-17 which puts so
much pressure on us
I don’t think the education system focuses on what we are good at but mainly what we aren’t. (Sam
Thompson, year 13)
I don’t think the education system now is relevant to the kids today. Everybody being taught in classes
based on age not skill and all being taught in the same way however you learn is ridiculous. Individuals
are better off developing themselves at their own rate in areas they enjoy and are skilled at
I don’t think there is enough focus on sports. There should be less focus on exams. There is too much
homework.
I don’t think there should be so much pressure for kids to go to university
I don’t think we should do homework and we should have more practical lessons
I don’t think we should have any homework.
I don’t think we should have uniform. We should have more days off school and lessons should be 30
minutes long. There should also be more educational trips to make lessons more interesting.
I enjoy group work and discussion. It’s good when we go out of school on visits. When teachers are
happy ad positive it puts students in a good mood and we learn more.
I feel that my education so far has been more than adequate but the increase in practical and vocational
subjects for AS and A Levels has made the sixth form worse as it has made too many people carry on
their ‘education’ causing overcrowding and brings a negative attitude to education to some people in the
sixth form.
I feel that there is too much pressure on young people to do well. There should be much more practical
and fun learning.
I feel we should learn about climate change and how to deal with it
I find the system adequate
I find the system currently satisfactory but huge improvements could be made
I hate writing and wish lessons were more fun.
I just want you to tell teacher that every person is the same no matter how clever or un-clever they are.
We should all be taught the same and have the same chances with education. They don’t know what our
lives are like and shouldn’t judge us.
I like having varied learning styles and having fun and learning at the same time. I don’t like lessons
which are repetitive but we should get a reminder at the beginning of previous work we’ve done in the
lesson before.
I like the current education system but I think time is wasted learning irrelevant subjects. I also don’t
think we should have to choose A Levels at 15 as hardly anyone at that age knows what they want to do
as a career, it’s too young
I like working independently and teachers with a good sense of humour
I really like the education system and I am happy with my surroundings. David Sevel (Y9) York
I school we should be taught relevant things to everyday life and taught these things in a more
interesting way than text books.
I think a more work should be done on computers.
I think all exams should be done in modules throughout the year, rather than one big exam at the end.
People need to revise and cram 1-2 years worth of information.
I think all students, no matter what their ability, should be treated equally.
I think break times in school should be longer. There should also be better food available.
I think careers advice should be easier to access and the quality of the advice should be better.
Potentially they should start careers advice earlier so that young people kow what subjects they should
be focusing on.
I think classes in school should be smaller. I also think that not all classes should be assessed by exams
as some people struggle in exams but are capable of doing better.
I think Diplomas are good. We shouldn’t have to wear uniform because it’s just like a barcode. We
should go out and learn in the real world instead of at school. Young Apprenticeships are good but they
should be paid.
I think education can be very focused on a few subjects that only set students up for a few well known
jobs, when in fact the world of work is much bigger than a lot of students realise, leaving many
unprepared (Tim Spinks, year 11) East Sussex
I think education is alright but there are too many exams and too much homework
I think education is important and gets you somewhere in life.
I think education needs changing because everyone learns in different ways!
I think education should be based more on topics of interest and current topical issues to make learning
seem more relevant and not pointless and out of date
I think education should be made more fun by mixing work with things we enjoy like practical work
and more trips
I think everyone should be entitled to EMA.
I think famous people should be brought into schools so that we can learn from people we know and
respect
I think in school there should be a range of ways of teaching used.
I think in school there should be better lunches and longer break times
I think in school there should be more coursework and fewer exams as they are so stressful. We should
also learn more about topics like global warming.
I think in school there should be more educational trips and less homework. Elisha Clare (Y9) York
I think in school there should be more life skills taught.
I think in school there should be no homework and no uniform.
I think in school there should be stricter punishments when rules are broken.
I think it should cost less to go to university and more money should be spent equipment and facilities
in college.
I think it shouldn’t be discouraged to leave after 16 and get a job. Instead they should provide
encouragement and support
I think it works, but needs more improvements to make it work better.
I think less emphasis should be placed on ‘hands-on’ learning and intelligent pupils should be given
every chance to succeed instead of being held back by thick kids who are rewarded for just achieving a
minimum grade
I think more important issues should be incorporated into our lessons. There should be less exams, as
they are not a true reflection of intelligence. And young people
I think more teaching should be done outdoors
I think my school needs more and better equipment
I think once a week in a certain lesson we should be outside doing something active.
I think one way that the current education system could be improved it by preparing students for the
adult life more, and trying to ensure that the standard of teaching is equal.
I think our education is very good. I also think that there is too much on year 10 tests and all tests as a
whole. If we need more time in tests we should get it. Kids should get more of a say. We should pay
more attention to bullying and violence. Apart from that our education is very good.
I think parents should have more understanding of what is going on with the education system.
I think physical punishments should be brought back e.g. the cane.
I think PSHE can be used more constructively i.e. learning more about the world, globalisation, natural
disasters etc.
I think pupils have to specialise far too early. Modern Foreign Languages should be a compulsory
element in the education system. Too much emphasis on exams during GCSE and A Level courses. Not
enough opportunities to explore the subject.
I think school days should be cut in half and we should use the rest of the time to do homework.
I think school meals should be a lot better
I think school should be more fun; we should not be doing lessons that we have no use for.
I think school should be more relevant to everyday life. There should be more support from teachers in
lessons. I also think there should be more options of things to learn.
I think school should listen more to what we say. There should also be more practical work.
I think school should start an hour earlier.
I think school should start earlier and finish earlier. There should also be more trips.
I think schools need to cater more for all of the different styles of learning.
I think schools should give out less coursework as the deadlines create too much pressure.
I think schools should offer more practical options for those who want it.
I think schools should provide us more practical learning, as it is fun as well as helping you learn.
I think students are over worked and should be eased up a bit.
I think students need to learn more about society and the world.
I think students need to respect teachers more, if this happens the teachers will respect us more.
I think students should be allowed more choice on the topics they wish to study, this may make them
more motivated to learn. I also think there should be fewer exams as they put too much pressure and
stress on students.
I think teachers need to think of more imaginative ways of teaching. Learning should be something
interesting and fun. Education shouldn’t be a chore; it should get children interested in things other than
just idleness. We need to be learning from real people.
I think teachers should be kinder to their students
I think teachers should be stricter so that there is more respect for teachers.
I think teachers should have better training in how to work with young people without being rude
I think teaching should be more international, in Year 8 we had a few video conferences with schools in
India and I think this is a good idea as it encourages multiculturalism and free thinking with varied
views
I think teaching should be more sustainable i.e. if a teacher leaves, a replacement should be ready to
take on the class. Endless supply teachers that don’t know what is going on with the class is damaging
our learning.
I think teenagers are given enough information to mentally prepare themselves for the future. However
some people do not engage themselves with this as well as others
I think teenagers are given good opportunities in school to learn the subjects they wish to further in the
future. It’s your own responsibility to take the chances to get better and do more
I think that if we had more trips, no uniform and more practical activities school would be more
popular.
I think that lessons should be made more engaging and fun, especially for people who have little interest
in school
I think that people who have a learning disability don’t get the help and support they need to do well. I
also think that black people are mistreated and due to this they fail in the education system
I think that politics should be compulsory in school.
I think that teachers should have a friendly and a strict side for when it is needed. Students should also
be able to take classes they have some interest in. Teachers should also have some of the same interests
as students.
I think that the education system has ‘softened’ off over the past 30 years. I think that students should be
more informed about the world today
I think that the education system in schools is a lot better than it was a few years ago but it is still not
that great. I feel like they’re just teaching us pointless information to pass exams and it’s not going to be
helpful in later life
I think that the education system is underfunded and neglected in current parliament. If the government
wants the youth to solve the problems they create, students should have every means at their disposal
I think that the education system is very good in the UK. However the university should be free. It is
better that the education system in other countries in the world. Everyone has the chance to fulfil their
dream and have a good future.
I think that the education system needs to provide more options that students can choose. They also
need to let students choose what they want to learn instead of being forced to do something they don’t
want to do.
I think that the government should introduce new subjects which would prepare children of today to
deal with current and future issues.
I think that the number of university places available needs increasing desperately
I think that there need to be more practical and useful activities to aid in lessons. Homework should also
be charged to doing some work that will benefit us in olden life, for example in maths you learn about
money and how interest rates work
I think that we should be able to choose the lessons we take. I also want to have less homework.
I think that we should have more practical work.
I think the amount of homework we get is ridiculous, teachers are too strict with it and make our lives
really difficult
I think the cane should be brought back into school. As well as harder punishment there should be more
incentive to learn.
I think the change from GCSE to A level for some people is too stressful. There is too much pressure,
too much work and responsibility.
I think the cost of university is way too expensive.
I think the education system as it is doesn’t provide careers advice for less obvious but still academic
jobs
I think the education system at the moment wants to make everyone fit the same mould like ‘square
pegs into round holes’. At an earlier age this should be addressed – there should be more practical
courses for those without academic strengths – to retain interest and commitment. Teachers should be
allowed to be creative in their approach (less rigid curriculum).
I think the education system is fine as it is, the system works well with different age groups and classes
I think the education system is good but it shouldn’t involve so many tests and assessments. It just puts
students under unnecessary pressure. When it comes to the big end of year exams, teachers shouldn’t
make them so stressful
I think the education system works fairly well, but there should be more unusual courses run and lessons
could be more interactive to keep students engaged
I think the grading system is unjust and discriminating. Surely everyone is different and learn stuff in
different ways and at different speeds.
I think the majority of exams don’t actually test your intelligence; they test your memory; only a small
part of that is testing your ability to process information.
I think the school environment is too full on and stressful
I think the size of classes deeply affects our learning.
I think the UK should bring the one child policy in. It would save the world. Joshua Pexton (Y9) York
I think the ways that the system can best change is by schools giving out more coursework and us
having to sit fewer exams.
I think there are too many exams throughout the final years of education. Too much focus on the
curriculum.
I think there is really not enough teachers at my school, more are needed to help the student the schools
teach
I think there needs to be a range of teaching methods rather than just sitting at the front of the class,
talking at us.
I think there needs to be a review of teaching techniques and an increase in more creative methods
I think there needs to be more practical aspects to exams.
I think there needs to be more support for people studying the arts. I also think we should have the
choice in how we gain a qualification i.e. some might find it easier to illustrate a point than to write an
essay.
I think there should be a lot more teachers to assist students
I think there should be a wider range of subjects in all stages of education so that people can show
talent; not everyone is great at maths and English.
I think there should be a wider variety of ways to learn, not just in a classroom.
I think there should be allowance for sports fixtures in the school time table.
I think there should be better equipment in schools
I think there should be better quality school dinners at lunch time
I think there should be incentives to learn in school e.g. money
I think there should be less exams, they should be swapped with more coursework. This would allow
people to not be so pressured and really show what they can do.
I think there should be less focus on grades and more on people’s skills in real situations.
I think there should be less pressure on us to “succeed”.
I think there should be less textbook learning and more practical work.
I think there should be more applied learning and varied teaching styles. There should also be more
funding for UK students to progress onto degree courses without fighting for places with European
students just because they have to pay more.
I think there should be more awareness of different styles of learning by teachers.
I think there should be more course options at GCSE and university tuition fees should be lowered.
I think there should be more discipline for younger years and less text books.
I think there should be more discipline within the school system. There are too many yobs around and
they need to be educated.
I think there should be more facilities and opportunities for people involved in music such as meeting
people involved and tips
I think there should be more IT lessons in school.
I think there should be more options for GCSE.
I think there should be more student support in some areas as teachers will find it difficult to help and
support classes of 30+ children at once
I think there should be more variety for those who like to learn through experience.
I think there should be more variety in our lessons, more practical things and less tests. There should be
less homework so that we can find out what we’re good at outside of school.
I think there should be smaller classes in the lower years. Grades should e based not on exam ability but
their overall performance.
I think there should be stricter guidelines for EMA. It seems like people come into get paid instead of
to learn. I also think there should be greater vocational opportunities.
I think there should be talks from people in careers about ways of getting into future jobs.
I think they should change the content of some key subject e.g. maths, English literature.
I think tuition fees should be abolished entirely so that graduates don’t start their careers in huge debt.
I think tuition fees should be lowered so that more people can go to uni and get a degree.
I think university applications should be more about an individual than points and grades. I also think
everyone should be entitled to EMA.
I think university should cost less and in school there should be fewer students.
I think university should cost less. It shouldn’t be so difficult to achieve an A level.
I think we have to do too many tests; we should be able to show how much we’ve learnt in a practical
way.
I think we need to be more diverse in the way education is delivered and what people can be educated
in. Teachers need to see it as more than a job.
I think we need to change primary before we change secondary because it’s the same problem there,
where you’re sitting in a classroom listening to a teacher. That’s where you need to learn practically.
I think we need to have more choice on what subjects we take.
I think we need to hire teachers that have personalities.
I think we need to know the full range of things available to us and what is involved with each one
I think we need to learn about life instead of how to do an exam.
I think we need to learn more things that will help us in real life.
I think we should be able to choose what topics we learn and how we learn them.
I think we should crack down on the procrastinating society. Smaller classes = more concentrated
learning. I feel that teachers could be more skilled. Finally there should be ability level classes in 6th
Form.
I think we should get full choice of the lessons we learn. We should do a lot more group work.
I think we should have a three day week e.g. Saturday, Sunday and Monday. Weekends are fun and
school takes up so much time. There should be no homework because school takes up all of the day and
when we go home we don’t have time for after school activities.
I think we should have less homework. I also think we shouldn’t have to wear uniform.
I think we should have more physical education and less homework.
I think we should have more role models in school. Bring in people that can give talks to classes and
make learning more fun
I think we should learn about things that would actually help them in life.
I think we should learn subjects that we want to learn
I think we should not be at our desks all day and do more active things. There should be more clubs to
go to at lunchtime and we should be able to go out of school at break time.
I think we should possibly learn about a wider variety of subjects in PSHCE apart from the usual sex
education and drugs. More topics such as the EU, it is a great influence on our lives but we know so
little about it.
I think we should separate the bad children from the good because it affects our learning.
I think what we learn should be more related to real life.
I think you’d learn more if you didn’t have to wear uniform in school, as you would be more
comfortable. There should also be more physical learning. Ryan H (Y9) York
I think young people need to be able to build an education that suits them. There should be less exams
and essays and more practical work.
I want bullying and favouritism to stop. Each lesson should start from a fresh - some teachers already
expect you to act in a certain way as soon as you walk in. If someone finds it easier to work with no
distractions let them. When other students call out during lessons my confidence drops.
I want lessons to be more active and practical. There should be more options at GCSE and more school
trips. We should have better school facilities and outdoor classrooms in summer.
I want more practical learning and to be out of our seats more.
I want more school trips, active lessons and more options at GCSE.
I want to be able to do more practicals. Teachers should be less strict and earn respect. In art lessons we
should e able o freestyle more as all we seem to do is learn history of artists. I think we should also be
able to have one facial piercing as it shows who we are, school shouldn’t ban us from being who we are.
It’s our life shouldn’t we enjoy it?
I want to change the way we learn. Instead of just learning from the board we should be more active and
we should discuss things together so lessons are more fun.
I want to do more active things in lessons. I also want more P.E lessons. There should be activities in
class that catch everyone’s attention. There should be awards for those who achieve so that people try
hard to win them.
I wish teachers would plan more lessons and include more practical things. More teachers who actually
like kids and enjoy the subjects they are teaching.
I would change how stressful exams are
I would change how stressful the exams are meant to be and the pressure it puts on us
I would change the exams as they are really stressful and take up all your time
I would change the homework because we work all day at school and then have to use our social life
doing work we have already done. We never get to spend time with friends and family because we are
constantly working
I would like lessons to be more active so people are more willing to engage on what’s happening
I would like more choice of topics e.g. more languages. I’d also like more topics in Science instead of
only about 4
I would like more people coming into school to teach us about their experiences in jobs. This would
help year 9s have more of an idea of what they want to do.
I would like more practical work and more lessons we enjoy.
I would like more school trips and more group work. I also think we should have the opportunity to try
out different real life situations.
I would like there to be more practical styles of teaching in school, including trips. I also think there
should be less homework and shorter school hours. Tomas Davis (Y9) York
I would like to be able to work independently more at school. I think P.E. should not be a compulsory
GCSE and we should have more creative options. Homework puts me under a lot of pressure.
I would like to change the amount of homework we get at school. I think it often has nothing to do with
the lessons we do and can take up a lot of time. I also think we should get more school trips.
I would like to do less writing in class and more practical work.
I would like to do more practical and group work in school. I think it is important to go and try the job
that relates to the things that interest me. It would also help if we had less homework and more say in
what we learn in lessons.
I would like to do more practical work at school.
I would like to do more practical work in Science and Maths and more group work. I’d like the option
of the Diploma in Music and Drama.
I would like to have more choice of creative classes e.g. media and be more creative in all lessons. We
should also be able to decide things and not be patronised by teachers.
I would like to have more practical sorts of lessons – sometimes just academic isn’t enough to get it
stuck in our memories. When employing teachers you should get kids opinions. I’d also like Diploma’s
available to me.
I would like to see more active work in education and less copying off the board and silent lessons. I
would also like to see my teachers chill out and not get so stressed that we could actually have better
lessons.
I would like to see more funding for schools.
I would like to see more IT lessons as being able to use computers is very important.
I would like to see more practical lessons in school.
I would like to see more support for those with learning difficulties.
I would like to see more vocational and practical choices introduced into the education system Y12,
Cumbria
I would love to see a course on Crime in school A level or BTEC Level 3 as well as more trips related
to the subjects.
I’d like education to be less writing ad more practical. Lessons should me more active and not just
sitting down.
I’d like more active ad practical lessons.
I’d like to be able to choose to go into work rather than education
I’d like to do more group work so that we can discuss our ideas.
I’d like to do more research and collaborative work. I also think education should be more fun e.g.
games and more practical learning.
I’d like to have more computer work, drama, more physical education. Teachers shouldn’t be as strict
and should praise us more.
I’d like to have more lessons that are taught outside of the classroom
I’d like to have more school trips and a wider range of learning styles used in school. I think school
should also start later and finish later as kids prefer to go to bed and wake up later than adults.
I’d like to see more practical applications for my education
I’d like to see more practical work and less sitting in the classroom and taking notes.
I’d like to see more practical work in lessons and not as much pressure and focus on tests
I’d like to work in groups more and have no school uniform
I’d like to work in groups more often. We should learn more things about the real world and do more
fun things in lessons. Also we should have more school trips and less homework to free up more time
for out of school activities.
I’d like to work independently more and have more art lessons.
I’m happy with the way the education system works at the moment.
If different people learn in different ways maybe courses should be split for the different styles of
learning.
If we had more creative lessons which we enjoyed more we would find it easier to learn.
If you say you don’t have to do well in education to succeed then why is there so much pressure to do
well? I’d like to see a wider choice of GCSE’s as well so that we are not so limited with our choices.
We only had a choice of 4 and I want to do 5. I would also like teachers to be nicer and have more
respect as when they do, we work well for them and have more incentive to work. We should get work
experience in Year 9.
If you want to work hard then you will achieve. If you want to hear about modern issues, read a
newspaper. Exams are design to separate the intelligent from the less intelligent, so it’s working.
In my opinion the education system is fantastic not necessarily because of the syllabus but the teachers
– their knowledge and experience on a personal scale.
In order to have child you should first pass an IQ test.
In school classes should be smaller and teachers and students should communicate more.
In school I would like to do more group work, I’d like to move around and work with different people. I
would like less homework so that we have more free time at home.
In school there should be less exams and more coursework. The deadlines for certain subjects are not
realistic, depending on what other courses you take.
In school there should be less homework, shorter working hours and more educational trips.
In school there should be less writing and more practical work.
In school there should be more choice in subjects and freedom. There should be more things in college
that relate to the real world.
In school there should be more freedom. Kids are worked too hard. We are taught to respect our
teachers but some of them don’t respect us (Jack Beeson, year 10) East Sussex
In school there should be more practical learning
In school there should be more practical work and some of the teachers should be changed to ones that
are nice to young people.
In school there should be more ways of learning and having fun
In school there should be smaller classes and teachers should be more relaxed and friendly.
In school there should be teaching styles that are exciting e.g. more practical learning, less text books
and more group work. I also think there should be less tests and assessments.
In school we need to learn more relevant information taught to us about everyday life.
In school we should do more collaborative work and have less homework so that we have more free
time.
In schools there needs to be more and better resources. I also think there should be more staff.
In schools there should be teachers that young people can relate to
In some subjects it seems that we are being taught things for an exam, things that are no use to us later
on in life.
In the education system we are not taught in a way we can easily understand, instead in a way that the
government wants us to learn. Learning differs from person to person but the government hasn’t
grasped that. (Sujeet Pandit, year 13)
Increase student freedom
Instead of homework we should get one exam to do for homework, given on Friday so we get used to
how to write exams and read them
It is important that there is a wide variety of options for students. Those who struggle academically and
do not enjoy school need more help and encouragement to succeed. Everybody’s needs need to be
catered for.
It is okay, but it could be much better. Schools and colleges should try and make education more
interactive.
It should be fun to learn. We shouldn’t have to just write all the time in lessons and not sit down all the
time.
It shouldn’t be so difficult to get into uni. There should be more choice for people who can’t achieve the
higher grades.
It tends to be quite one-sided in the topics we learn
It’s all good!
It’s alright because there is something for everyone.
It’s difficult to know what we want and what is right for us at this age, as we don’t know all the options
It’s fine. I think we have a good choice of what we want to learn once we’re 16. I think it’s right that
we have to learn certain subjects when you’re younger as they provide you with certain life skills.
It’s not the school like ours that need help. It’s people who are on the streets and have no job prospects.
Help them, they need it more.
It’s not very fun. Because of that people are not motivated and therefore many people underachieve of
‘skive’ off lessons more often
It’s really good but I like practical lessons where I can flourish
Kids ideas need to be taken into account as our view is most important (Ben Critchley, year 11) East
Sussex
Kids should be able to teach teachers for a day. We should be able to have more one to one time with
teachers.
Learning is driven too much by the national curriculum and exam results. It does not allow enough time
to diversify as teachers have to produce results. Not enough quality provision for vocational courses as
not all pupils are academically driven.
Less exams, because it’s too stressful and it doesn’t show our full potential
Less focus on testing, Pupils need time to think and develop ideas. There are too many exams from year
10 onwards. Modules at AS and A2 don’t work in some subjects – disjointed curriculum
Less pressure on students to meet deadlines and targets – it is too stressful
Less reliance on uni degrees and more on practical skills
Lessons could be more enjoyable if we weren’t sitting down so much. Lessons should be more creative.
Lessons don’t really equip you for what the world requires. (Joel Starkey, year 13)
Lessons in school should be more enjoyable
Lessons should be made more fun so that they enjoy what they learn
Lessons should be more active with different learning techniques. There should be more to choose from
at GCSE so there is more chance of a subject you enjoy. There should be better school facilities e.g. a
pool.
Lessons should be more creative and active. I’d like more school trips, better school facilities and more
options at GCSE.
Lessons should be more exciting and school hours should be shorter.
Lessons should be more fun. This doesn’t mean we don’t want to learn, just in a more exciting way
Let pupils have more say on how they want to learn.
Listen to what students want. Have more creative work and more freedom. Kerry Fletcher (Y9) York
Lower university prices. Have it easier and simpler to choose uni courses
Make education better for spacial, visual and auditory and oral learners. More practical, reading,
listening and speaking.
Make education more practical and we will learn more.
Make it more fu ad enjoyable to learn. Also we should not have to write so much and have more group
work.
Make learning available for visual, spacial and kinetic learners
Make staff more approachable and make sure they know what they’re doing! Also make sure we get
more education to suit individual learning styles.
Make the education system more unique and give everyone a chance to speak. Give people the right to
education but let them choose the path to take.
Make the exams harder. In my experience it’s how much revision/practice papers you’ve done, not how
clever you are.
Make university free
More building stuff and no uniform or homework.
More choice as to what you can learn like university courses, there are basic, key topics that you have
to learn and then there are also choices of specific topics you can choose to learn and study.
More coursework, less exams, because you have more time to learn
More discipline for younger students. 6th formers should have more independence and private studying
opportunities.
More freedom to learn what you want to learn, rather than having to be told what to learn
More help is needed to let us know what our options are when we leave school – a lot of people have no
idea what they want to do
More life skills classes and more funding for schools and universities as more people are applying so
more places are needed
More P.E and other things that young people want to do.
More physical education
More practical learning rather than just sitting in a class taking notes
More school trips to help in choosing careers
More solo research projects should be introduces e.g. in History
More support for universities and people hoping to go to university
More support with university applications and entrances
More teachers so it isn’t 30 people per one teacher
More time could be spent making us aware of events occurring in the world
Need to be told more about the future, to be scared into understanding what happens in real life, to
encourage getting a good job.
No homework and more practical lessons
No homework or less school hours
No more exams - it doesn’t help it just puts pressure on children.
Only half of the material taught in lessons is really relevant. Also not a lot of social skills are taught in
school for when you leave for the big wide world. (Sean Pedder, year 13)
Only subjects that we will actually need later in life should be taught at school.
Overall I am pleased with the system. The only concern is the great divide between state schools and
independent schools which has occurred for many years. Wealth should not determine a child’s
prospects.
People should be taught according to the way they are best suited
People should know that they can just learn from books alone but there are other ways to be successful.
Please can you help us have more fun lessons because when I’m bored I don’t concentrate.
Please don’t listen to the rubbish about schools being more based on the traditional maths and English
subjects. With so much change (negative and positive) we need to utilise many children’s only source of
information. But vary the stuff about climate change - we know it’s caused by CO2.
Politics should be a compulsory subject from year 9, upwards. I also think discipline should be stricter;
teachers should be more prepared to be harder on students. This would improve respect both ways.
Politics should be more taught within the curriculum, as people should be more aware of current ad
worldly affairs.
Practical work should be included in every lesson and there should be 5 minutes silent writing at the
end, just to conclude.
Religious Studies should not be compulsory, it should be an option. Sixth form should be more difficult
to get into because too many people who are not willing to challenge themselves are able to gain A
Levels (Anonymous year 12) East Sussex
Religious studies shouldn’t be compulsory. 6th form should be harder to get into
School constantly tells you what you can’t do and puts you down. They don’t really support you and
help you out. (Toby Rowlands, year 13)
School days are too long and we are taught too many lessons we don’t want to do.
School days should be shorter and there should be more trips.
School lacks the skills needed in this modern world. (Yemi Adis, year 13)
School meals should be changed
School needs to teach us things more relevant to real life situations.
School should be less focused on petty things like lesson plans and uniforms, and work harder on ways
of learning e.g. more practical work.
School should be less strict and we shouldn’t have to wear uniform.
School should be more enjoyable and lessons less boring. Teachers should only teach if they really like
students.
School should be more than education
School should help us get better jobs where we can earn money.
School should not be compulsory to the age of 18! There should be more discipline in certain schools
and SATS are wasting time! A-Levels are also better than the IB no matter what’s harder than the other.
However we have a very good education system.
School should start later in the day and there should be more physical activities e.g. school trips.
School should teach you to be more independent and prepare you for life
School starts too early and therefore everyone finds it difficult to concentrate in morning lessons
Schools in England could be improved by teachers having more respect for students and the time
between one exam and another should be less.
Schools need to have more after school activities. I also think there should be more money spent on
facilities around the school
Schools need to recognise that people learn in different ways.
Schools should be more economical and use the money they save to go on more school trips.
Schools should provide a better quality of careers advice.
Schools should think more about the students less about the OFSTED report
Sex education should be started younger. There should also be more practical learning in lessons.
Shorter weeks and smaller classes
should have more opportunity for independent work.
Sitting at a desk and copying is so boring. We’re kids and we’re young we want active lessons. We
want to remember school as a good part of our lives.
Smaller class sizes and less laws on health and safety around school
Smaller classes and better careers advice
Smaller classes, more 1 to 1 time, catering better to children who need extra support
Some of the older teachers don’t understand where we’re coming from but the newer ones seem more
relaxed so I think we learn more with them, we enjoy it more.
State schools should get more help and money
Student should be learning in a way that allows them to pass on their knowledge. Teachers can learn a
lot from the pupils they teach.
Students need to be given more opportunities, open more doors for them, stop only talking about
university statistics. There needs to be more work placements and woek experience offered.
Students need to have more options as it’s difficult to know what you want to do in life. We shouldn’t
have to plan our whole life and careers in year 9.
Students need to have more support on changing the way you think and help people to choose a better
career
Students should be able to express views on potential new teachers. They may look good on a CV, but if
they can’t connect with students then they’re missing the point of teaching.
Students should be given more independence and less pressure (Anonymous year 10) East Sussex
Students should have a choice to learn about politics in secondary school, I don’t really know much
about it and would like to. More support should be given to those who are struggling.
Students should interview teachers when they are applying for the job. There should be more practical
lessons for a relative understanding. Teachers should be better qualified.
Take pupils out of school more as sitting in silence will stop them from concentrating. There should be
more practical learning.
Take the best few people in the class separately and give them more advanced work. You shouldn’t
have to do drama and music and art in year 7, 8 and 9.
Teachers aren’t firm enough; the cane should be brought back.
Teachers need to accommodate different styled learners. Also homework/coursework set should be
varied and changed as it can become hard work if you cannot cope with a certain method.
Teachers need to know how to teach in a variety of ways to get the best out of students.
Teachers prepare us for exams and not for our lives in the future. They only care about getting good
results. We are just another statistic.
Teachers should be fairer and we should have longer weekends.
Teachers should be harder on the students.
Teachers should have some type if course to control people without shouting. There should be more PE.
Teachers should teach different students differently so that they can accommodate a variety of learning
styles.
Teaching should suit the needs of all students. Coursework and exam statistics show that there are
gender differences in achievement.
Tests that don’t involve entirely the memory are required!
The current education system is good. There are a sufficient amount of subjects for people to choose
from and succeed.
The current system is restricting and curbs your progression, unless you’re going into medicine or an
academic field you must conform to the curriculum all the way until uni. Even the independent learning
tasks are dictated by themes that are too narrow to allow any real understanding.
The curriculum could be improved by increasing the amount of applied learning. More time should be
taken making sure kids truly understand issues like global warming and terrorism.
The curriculum needs a good review in terms of compulsory subjects. Some subject are only necessary
if pursuing specific careers
The education system in place is suited for ‘academics’, however schools do offer NVQs and the list of
them is growing
The education system is generally quite good but I think more 1 to 1 teaching or small group teaching
would help
The Education system is okay but exams need to be improved and less stressful. We need to be given
the opportunity to learn about things which are seen as something we might see as interesting
The education system is old-fashioned
The education system is too focused on attaining the high end jobs. Kids aren’t learning practical skills
such as cooking and public speaking. We don’t learn skills that can be used on a wide variety of things.
The system is too focused on exams and if people fail the exams, there is not much they can do about it.
(Sam Lonsdale, year 13)
The education system is too old-fashioned. We need to learn using ways that are new technology such
as practical, films and computer-based.
The education system needs another way of assessment, apart from exams
The education system needs to be decentralised and the curriculum abolished. Exams and coursework
are restrictive and short sighted. There should be more innovative forms of examination must be devised
to nurture talent rather than restrict it. Typically structured classes are oppressive and subjects, even at a
level amount to spoon fed rhetoric.
The education system needs to give more guidance for the student’s future.
The education system only directs towards exams and doesn’t offer any alternatives. If you’ve done
badly then you get punished, not being told how to improve or motivate yourself. If you have no
motivation you struggle. (Luke Smith, year 13)
The government should provide a wider set of courses and help prepare students for the future
The lower years at school should be more structured; teachers should be more strict to ensure that
student have respect for staff. Where possible subjects should involve course work to appeal to the
different ways people learn.
The problem I have with education is the fact that there are people there who don’t want to learn
The school day should be shortened to keep people interested. There should be more practical activities
The school system is fine as it is
The system is too geared towards getting top grades. The school is run more as a business than a school
and is out to get money and increase it’s status, rather than actually supporting the students and working
for them and their wishes. (Isaac Thompson, year 13)
The UK’s education system should be more hands on and we should be taught more about the subject
and not just to pass an exam. (Tom Smalley, year 13)
The volume of each subject should be reduced as there is too much to cope with under the pressure
created and the lack of time
There are a few changes I would make to the education system. Classes should be smaller. There would
be more respect and discipline if teachers and students communicated more.
There is a lot of pressure on students t get work loads done on time. Adding to this stress is the sheer
number of exams that have to be sat. I think there should be less exams and more coursework to
counteract this. I also think that school trips could be more related to subjects taken ad the different
styles of learning.
There is some room for change in terms of those with learning difficulties e.g. extra exam support for
those with dyslexia etc. I feel there is currently not enough.
There is too much pressure and emphasis on exam results
There is too much pressure on people going to uni – there’s not enough choice after 6th Form.
There is too much pressure on students nowadays to meet targets, get high grades and do masses of
coursework, to short deadlines. Exams are not a true reflection of people’s abilities due to the stress and
pressure. I am an A grade student with my course work, but struggle with exams due to time limits.
Finally we also need more awareness of global issues.
There is too much pressure on students to succeed; this puts students under a lot of stress which may
affect their learning.
There is too much testing and emphasis on a rigid curriculum and too much ‘teaching to the test’. There
is too much paperwork for teachers and class sizes are still too large. Too much government
interference and political uncertainty.
There is too much work at A level, which is not necessary when at uni life gets easier. Not much help
for those who do not speak English as a first language. They should bridge the gap between GCSEs and
A Levels.
There needs to be a bigger range of options for the people that have failed GCSEs.
There needs to be more money invested into education. There should be more equality between schools
– equal opportunities for all, not based on class etc. Finally I think private schools should e abolished.
There should be a course in Midwifery at Level 3 for sixth formers. Siobhan Ashton, Y12, Milton
Keynes
There should be a greater focus on global warming and how to make a difference. It isn’t talked about
enough in school.
There should be a lot more practical work.
There should be a range of ways to learn and teach, to suit all different types of people. There should
also be more support given in the preparation to leave education.
There should be a varied way of learning subjects like, groups work so that we can share ideas with
each other. Also I don’t thin there should be so many tests as you might be good at practical’s and not
written tests.
There should be a vote to see what pupils want. Make them do more active things and less writing down
and instead of having tests get the teacher to work with students to see who understands and who
doesn’t. In P.E there should e more time so we can play more of a game.
There should be a wider range of subjects available for people to choose from.
There should be a wider range of subjects to study.
There should be a wider selection of lessons so that we get real experience of what we could do when
we are older.
There should be fewer lessons in school.
There should be fewer lessons that we don’t want to do.
There should be less exams, and we should just be tested on the work we do.
There should be less pressure on students and more time to learn
There should be more choice in the subjects that you do and more choice in how you learn things e.g.
different teaching styles for different people.
There should be more courses available that are coursework based. All subjects should have a
coursework based alternative for those who don’t do well in exams.
There should be more fun ways of learning so that students will enjoy the work they do and therefore
learn more.
There should be more games played at school
There should be more GCSE choices.
There should be more learning outside the classroom with school trips and lessons outdoors.
There should be more lesson options for those who may not have the grades to do what they want.
There should be more lessons about life skills
There should be more lessons outside of the classroom and less homework as I spend most of my time
working.
There should be more life skills classes
There should be more of a rage of things taught at school and teachers should have a better attitude to
teaching.
There should be more option for further challenge if you are already doing well.
There should be more options of courses at A level.
There should be more options of courses to choose from.
There should be more outside activities such as going out with people who do the job you want to do
There should be more PE lessons for overweight kids.
There should be more places on courses at schools.
There should be more practical education. (Duncan Thomason, year 13)
There should be more practical exams, like technology and art.
There should be more practical learning in school
There should be more practical options and hands on to gain a true understanding of a subject
There should be more practical options need to be available and raise the entry grades to 6th form
There should be more practical work and trips at school.
There should be more practical work in school
There should be more practical work. (Josh Keay, year 13)
There should be more practical, exciting lessons with less homework. There should be a wider range of
courses at GCSE level.
There should be more provision from schools for those with disabilities.
There should be more school trips abroad. Teachers need to treat us with more respect.
There should be more school trips and more practical learning.
There should be more strict rules for misbehaving kids. We should have more education on internet
safety ad protection from dangerous people in the community.
There should be more trips and less homework.
There should be more varied styles of working to choose from.
There should be more visual, spacial and physical learning available.
There should be more work done on a PC.
There should be no homework because we do enough at work. It doesn’t help us learn anything.
There should be shorter school hours and no homework.
There should be smaller classes also we should learn things that are relevant for future life
There should be smaller classes that are divided into groups who learn in their own way
There should be work experience in every subject so you get a taster of what kind of things you have to
do.
There should not be so many lessons in a day.
There shouldn’t be so much pressure on getting a degree
There’s nothing wrong with the current education system.
There’s nothing wrong with the education system.
There’s too much pressure on children to get good grades. More young people should be able to get an
apprenticeship as not everyone can get the grades but can learn doing the job.
There’s too much pressure on exam results
These days children who are younger are ruder in class. This may be because they do not know what
they are doing because they have such a large class. Classes need to be made smaller.
They should teach more about life skills, looking at how to organise money and how to look after
children. I also think that more schools should be doing more with learning difficulties, as many suffer
in silence.
Time should be taken teaching young people about the UK political system and international relations.
This is vital to combat issues such as social welfare, climate change, terrorism etc.
Too much stress is put on students to complete coursework; we should be more exam-based and get
properly equipped to deal with them.
Uniform is highly unnecessary!
University shouldn’t cost so much money to attend, as some people have amazing talent but cannot do
so well as they can’t afford it.
University shouldn’t cost so much to attend.
Us as children entering the independent world need to be prepared and should be taught and shown with
deeper clarity and understanding about our options and the adult world
W should have no uniform in school as we would be more relaxed and therefore lean more.
We could spend more time learning about events outside school and the world around, it would help
back up everyday issues/tasks
We need a more varied range of learning styles.
We need more awareness about recent history and future events rather than the past
We need more help with what we do after school. We should also do more trips and projects, possibly
competing against other schools. They should expand life skills and not just focus on education.
We need more information on the future e.g. options, jobs. Everyone or no one should receive EMA
We need to be learning more relevant to real life. Their also needs to be more support for students and
more options of courses for them to take.
We need to get out of the classroom
We should be able to choose our teachers. There should be more practical learning to make it more fun
and understandable.
We should be able to discuss ideas and the work that we’re doing with other students, teachers and
experts. Let students be more creative and active in lessons. Make overall grading less written based
tests and more about class work with other students. Stop homework because it doesn’t help students
learn anything. We get distracted and it stops students getting out and enjoying a social life.
We should be able to do more practical work in school.
We should be able to drop the lessons that we don’t want to do.
We should be able to pick our options earlier.
We should be able to play games that relate to the work we do
We should be given more time to do longer pieces of work. Homework should be made more fun.
We should be learning about life.
We should be more active in lessons.
We should be provided with more facilities. There should also be more trips to different place that
would teach us something new.
We should do more group work and do more activities in class like games and quizzes.
We should get choice on whether or not we take modern foreign Languages. Lauren Forth (Y9) York
We should get rid of home work and have no uniform. School should start later ad finish earlier.
We should get the opportunity to do more fun, practical work; we should find education fun. There
should be more of a range of GCSEs to take.
We should get the opportunity to learn in different ways and in the summer get to work outside more.
We should get less homework because the government say family time is really important so seven to
eight hours is too much.
We should have a shorter week, less homework and no uniform.
We should have better school facilities so we can do more things and have a wider range of subjects.
We should have newer schools so there is a better learning environment. We should have more
activities that are like a business where you work as a team with people you like. There should be more
GCSE options and more school trips and more creative and active lessons.
We should have happier and friendlier teachers who understand our style of learning. They should be
less uptight and more jokey.
We should have less homework and more outside lessons.
We should have less homework and slightly longer school hours. We should have more practical
lessons and educational trips out of school.
We should have less homework as it takes up to much of our own time.
We should have Monday’s off, no homework, fun lessons.
We should have more active lessons so we can understand things better like equations and have less
homework.
We should have more choice in what we learn. If we learn best practically we should be able to choose
to learn that way.
We should have more choice over the lessons we take; there should be more option of practical lessons
for those who want to do them.
We should have more choice over what we want to learn. We shouldn’t be forced to do subjects that we
don’t want to do.
We should have more choices of topic in lessons like History and Geography. We should have more
languages available to learn and you should be able to choose what language you want to learn as soon
as you start school.
We should have more creative and practical lessons and less tests and exams.
We should have more fun and be able to be creative and be our selves. Home work should be changed
so that we get booklets with one page to fill in and a week to do it.
We should have more group activities in school.
We should have more interactive and combined subjects.
We should have more options for lessons to take.
We should have more options in college.
We should have more outdoor lessons and activities.
We should have more practical lessons and group work in school.
We should have more practical lessons and less writing. Teachers should have more fun while they
teach.
We should have more practical lessons and teachers should get more involved.
We should have more practical work and more lessons outside of the classroom
We should have more school facilities, better school dinners and more creative things. Students should
be put in classes with at least one of their friends. We should learn about youth culture and terrorism.
We should have more technology and no religious education and no boring lessons.
We should have more to do at break and lunchtimes and lessons should be more fun.
We should have no homework and go o more trips
We should have ore choices in Y10, like dropping PE for Geography. I’d also like more practical
learning and less tests.
We should have slightly longer school hours so that we don’t have to do homework.
We should only have to do the lessons we like. There should be more opportunity to learn practically.
We should spend less time on exams and more time on life skills
We shouldn’t be forced to speak it doesn’t help our education. There should also be less examination
because it does not always show people’s best.
We shouldn’t have as much homework as we do, we should have a chance to relax at home. There
should be more school trips. Teachers should understand us and not treat us like robots. Finally we need
hands on experience to prepare us for what our adult jobs will be like.
We shouldn’t have to take so many language lessons.
We shouldn’t have uniform as clothes don’t affect our education. I’d like to learn more about terrorism
and animal rights. We shouldn’t have such a strict regime.
We shouldn’t sit down all day and be more active and not stay i the same classroom all the time.
We spend a lot of time at school. When we get home we want to relax but we can’t because we’ve got
homework.
We’re not getting taught things that will be useful in life. Teachers only care about us passing our
exams! They follow the curriculum too strictly
We’re too focused towards exams. When you don’t do well you get punished.(Stephen Gale, year 13)
Well personally I believe that we should get more information on how to CHOOSE the best courses like
A Levels and especially uni and job paths rather than just saying what’s out there whether it’s higher
education or practical e.g. jobs
Work experience was really good, the best experience. It gave me a taste of what I want to do. I’d like
to do more of it, more often.
Year 11s should be made more aware of the choices they have in further education and recommended
their best options. School should start later
You do have a lot of options now, which is good, but there’s too much that you have to do without
having a choice, like R.E. None of us like it but we have to do it.
You should be able to do the lessons you want.
You shouldn’t force education onto people who don’t want it.
Young people here have the mindset that we’ll get a job anyway – never mind our education, we’ll get a
job – so we don’t appreciate education. People in poorer countries know they need education to get a
job, so they value it.
Young people need more awareness of what goes on n the world.
Young people need more opportunities to stretch their learning. Tuition fees being raised by universities
is just discrimination against those from state schools. Some families already struggle enough.
Young people should be taught in many contexts to give every student the best chance to get good
grades.
Young people should enjoy their lessons more, this would make them concentrate better
Young people with an apparent lower ability should have more help. Children who misbehave should be
really punished.
Your exam results show how good your memory is rather than how good you actually are at that
subject
gives young people a wider understanding of logical issues and how to complete then
gives yp more opporunities to understand what they want in the future
greater emphasis on univeristy NOT being the suited to everyone
greater standardisation between examination boards
helps companies when employing individuals with spercific skills
investing more money into young people more teaching of life skills,
more teachers higher staff to student ratios should be 1:20 not 1:30
not everyone is able to complete accademic subjects, gives yp more choice and should be combined
with another subject for example graphic design could be combined with business management
practical skills are being lost in the UK because of a lack of them being taught would help the
economy and standard of life in general
improve ments in teaching standards greater lenght of time?
It should be possible for education to be more focused at an earlier age if a person knows what career
they want to go into for example, an aspiring doctor should not be forced to study art until 14, and a
potential artist should not be forced to study the sciences.
Particularly now year 9 SATs have been removed, there should be more of a focus in year 7 9
education, as at the moment pupils in these years are not working towards anything in particular, so can
get off track and lack motivation. Ongoing assessment instead of single exams would be beneficial, and
particularly teacher assessments as they know how capable a pupil is and can base their grades upon an
overview of the whole course, rather than just an hour long exam which is not really reflective of true
ability. Having said that, it is important to ensure that pupils are not just learning for the exams, but are
taught to their interest, beyond the curriculum, not just memorizing for an exam then forgetting that
knowledge straight after.
There should be more practical learning within schools, so students are aware of the skills and prospects
involved in trade careers, rather than simply focusing on subjects for which pupils do not know what
careers they will lead to. Transitions between primary to secondary, and secondary to university should
be smoother, as there is currently a large jump from primary to secondary education.
University fees should certainly be lower! But there should be less pressure on people to go to
university having vocational courses, or even specific vocational universities which are highly credited
would be good, so people are not looked down upon for not going to university. The system should be
more pupil focused, so it is flexible to a person's individual pursuits. There should be much more
opportunities for work experience placements to give people more of an idea about the career they wish
to go into.
A more independent approach would be good. Pupils carrying out projects that they are interested in,
being encouraged to follow their own interests and do independent reading and research. Input from
teachers should be more as guidance, not just telling pupils facts to memorize. Pupils need to be more in
control of their education, as this would mean that they are motivated for themselves, and are actually
enjoying the topics that they are learning about.
Education should include shaping students are people, not just focusing on shaping their knowledge.
Important issues such as body image, confidence, depression and the importance of expressing oneself
should be key parts of the curriculum. Also, key skills that are essential for everyday life should be
taught for example, basic cookery, cleaning, DIY and practical jobs that will be needed once young
people are living alone and having to fend for themselves.
I think the education system is pretty good at the moment. It could maybe improve by being more
involved in the community, so it is not just that pupils go to school, then forget about it when they are at
home or outside of school. Improving social skills by more interactive learning, group work and
projects would capture interest better. Pupils should have more of an input into their own education, and
be able to choose what to learn rather than have to follow a set curriculum. Exams could then involved
pupils writing about their own research and area of interest, rather than answering questions that they
may not be interested in.
Vocational training is essential less focus should be on getting into university, as if everyone goes then
degrees lose meaning, and our society lacks the trades that vocational training provides. People have
different talents, and some people are naturally more practical, while others are more academic.
Students should be able to follow whichever path suits them, not just when they are 18, but much earlier
so their learning is actually focused towards their future.
Vocational training shouldn't be compulsory, but should certainly be an option for those who want it.
Some young people know that they aren't interested in academic subjects,so should be allowed to start
vocational training at an earlier age of 14, so they aren't wasting time learning subjects that they don't
care about and that won't help them. Specific vocational schools should be available to tailor education
towards trades like plumbing and building, instead of forcing students into schools where they don't
want to be.
At the moment, most young people don't know much about vocational or practical courses, or the jobs
that they offer. If more of this learning was offered at an earlier age in schools, students would
understand their options and be able to make an informed choice about the type of learning that they
want to do. Education should be individual, not predecided by the government. Practical courses can
engage people much better than educational ones, and actually set people up for work rather than
leaving them not knowing what to do next.
Many subjects traditionally thought as 'academic' such as medicine, computer studies and law, have a
strong vocational element to them, so offering vocational style learning would benefit the people
aspiring for these, as well as those intending to go into practical trade style work. Education should be
about broadening experiences, and giving people a taster of different things, and vocational learning
would provide this much better. Single exams do not reflect people's true abilities, but vocational
learning would be much more tailored and reflective of the person studying.
Young people today lack basic practical life skills, so struggle when they finally enter the wider world.
They need to be taught practical skills to help them to survive independently eg. cookery, DIY, house
keeping, budget and bill planning etc. Otherwise you're left with a generation which is totally dependent
on parents and which can't live by itself.
I don't really think there should as long as there is the option of going into vocational training at 16,I
think that is fine. Practical learning would offer something different though, so may help to engage
people who aren't interested in 'academic' subjects, and give them more of a focus in education.
Me and my friends thought that learning should be more practical and vocational so that it won't be
boring.
More emphasis on learning rather than simpy trying to pass exams with more transferable skills being
learnt than just trying to learn loads of facts which will be forgotton in a year, more freedom of subjects
and what you learn within schools + college...also exams should let you show how much you know and
your talents rather than trying to catch you out, also stop privatisation of our schools, no to these crazy
academies run by businesses and religious organisations education is not for sale! the emphasis
shouldn't just be about careers or how profitable it is to run an extra subject people should do what
they're passionate about, less restraint on teachers, give them more room in the rigid curriculum.
to cater for different learning styles and allow people to train for employment rather than academia, it
stops people being left behind who don't want to follow the trajectory of school college university and
will mean we'll have a whole generation of people doing what they love and being good at it.
we need more choice in what we do. We should have the ability to design our own timetables so we
have it set out better than they do it for us.
If people don't learn some skills at a young age, they may not have the chance to learn the skills and
master them to pass onto the next generations.
Increased democracy within schools (a la Summerhill)
Scrap league tables
Phase out exams
Teach what is wanted by the student, not the state
Political education needs to be incorporated into the education system!!! And SRE needs to be taught
more widely, with more emphasis on the relationships and not just the sexual side.
There should be, because at the end of the day not everyone goes into a typical job, and the vocational
learning at our school is only available to those on E's and below.
Things need to be focused less on exams and more on learning. Give the teachers the space to teach
what they want. Make education more holistic and flexible.
Introducing a greater variety of learning in to class is important because people learn in different ways,
many people learn with practical hands on learning yet it's rarely used in the classroom.
Class Sizes need to be reduced dramatically so pupils get more 1 to 1 attention, authority of teachers
and order need to be reinforced, increased funding and none of the proposed cuts...more attention also
needs to be payed to what goes on outside the classroom and pastoral care.
To sustain a stable education where all industrys will have young people trained and will help the
economy and jobs for young people.
The homework system. It should be set to a particular time so teachers can't give massive time
consuming homework assignments.
Education needs to be divided into different lesson plans, giving it a variation of practical, listening and
writing to cater for pupils who learn differently and to those who switch off because of boring lessons.
There should be a bigger teacher commitment as teachers should be responsible for the progress of their
pupils, so if a pupil is struggling with class work or homework a one on one session with that pupil
could be required.
The education system should be changed and should stress more on the interest of the child and to give
them knowledge and support for their interests.
Pupils shouldn't be forced to believe that getting outstanding grades is the only way to getting a decent
career. Pupils are becoming more stressed believing that if they don't get high enough marks then they
won't get a decent job, this is means pupils could resort to cheating.
Practical learning can be more fun and entertaining for pupils and can be a break from writing and
listening. If a pupil finds education more fun they will hopefully want to do better at school and this will
increase their test results which will boost their careers.
People learn in different ways and some learn better through the methods used than others. For example
a pupil may find a subject more interesting and easier to learn depending on the way they learn, such as
through practical or vocational rather than writing or listening if they enjoy practical or vocational work.
There should be more practical and vocational learning in school so that it covers for pupils who learn
that way and teachers will be more helpful to all pupils rather than just the pupils who enjoy learning
through writing.
I feel that practical and vocational learning is more motivational to children than writing or listening. It
is also more fun and children seem to pay more attention.
For pupils who aren't good at studying they may be good at practical work, and also learning it in theory
and then practising something makes it easier to understand.
More emphasis on learning rather than simpy trying to pass exams with more transferable skills being
learnt than just trying to learn loads of facts which will be forgotton in a year, more freedom of subjects
and what you learn within schools + college...also exams should let you show how much you know and
your talents rather than trying to catch you out, also stop privatisation of our schools, no to these crazy
academies run by businesses and religious organisations education is not for sale! the emphasis
shouldn't just be about careers or how profitable it is to run an extra subject people should do what
they're passionate about, less restraint on teachers, give them more room in the rigid curriculum.
to cater for different learning styles and allow people to train for employment rather than academia, it
stops people being left behind who don't want to follow the trajectory of school college university and
will mean we'll have a whole generation of people doing what they love and being good at it.
we need more choice in what we do. We should have the ability to design our own timetables so we
have it set out better than they do it for us.
If people don't learn some skills at a young age, they may not have the chance to learn the skills and
master them to pass onto the next generations.
Increased democracy within schools (a la Summerhill) Scrap league tables Phase out exams Teach
what is wanted by the student, not the state 2.Well there should be, but only if students want it. I
envision that they do...
Political education needs to be incorporated into the education system!!! And SRE needs to be taught
more widely, with more emphasis on the relationships and not just the sexual side.
There should be, because at the end of the day not everyone goes into a typical job, and the vocational
learning at our school is only available to those on E's and below.
Things need to be focused less on exams and more on learning. Give the teachers the space to teach
what they want. Make education more holistic and flexible.
Introducing a greater variety of learning in to class is important because people learn in different ways,
many people learn with practical hands on learning yet it's rarely used in the classroom.
Class Sizes need to be reduced dramatically so pupils get more 1 to 1 attention, authority of teachers
and order need to be reinforced, increased funding and none of the proposed cuts...more attention also
needs to be payed to what goes on outside the classroom and pastoral care.
To sustain a stable education where all industrys will have young people trained and will help the
economy and jobs for young people.
Better interaction with students and more ability defined classes
to be honest I think there's a concentration on everything has to be the best, you must do this many
subjects and the like, and to some extent I think that's right but it shouldn't be applied at such a young
age, primary school's should just be about behavior, English skills and maths skills. then secondary be
an introduction into what all the subjects that the school has to offer so come year 9 they can make an
informed decision, and then the best you can do should be applied.
A little more, but currently there's a feeling of trying to push vocational and practical learning rather
than the theory within school which I think is wrong, school should be the basics then after that when
it's discovered that you’re a chav or not a shiny penny but a dull screw vocational learning should be
offered.
I think the 6 week summer break should be shortened to 4 weeks and the remainder spread out over the
year. Shorter more frequent breaks J
You learn more valuable skills for when you go out to work and you also learn more by doing things
rather than reading
The teachers need to realise when students need help instead of focusing on those who are finding it
easier in the classes.
Well they only teach you what will be on the exam and not really much else and i would like the exams
to change so they offer more useful information in later life
generally people learn more by doing and it will stick into your brain, its easy to forget words on a page
or a definition but if you go out and do something your mind will keep note of it for a long time
People need to tell other about the different route to successful career. Even though you have vocational
courses they still stress that after BTEC styles courses you still need to go to university to get a decent
job in that field with a reasonable pay. Also you have people in good careers and careers but they didn’t
have a degree, yes you need it to move up in the levels. Pupils should be taught that they shouldn’t just
have to go to university but can apply themselves seriously and further themselves up that specific
working ladder.
Work based learning. As you need to learn and feel that you are learning. Even though we do work
experience its ‘fake’ and that’s not what happens in the real world. Usually you get crap work
experiences anyway or when you get there they give you the bad jobs no one wants to do. For the good
jobs they ask for relevant experience but when you do apply for ‘work experience’ or voluntary work or
even a normal job they ask for experience (yet we don’t have as no one gives it to us)
There need to be more of a teacher understanding of pupils so they could speak to them in a way they
understand and respect them
As some people learn more hands on rather than book based. As grammatical techniques can be learned
in other ways than in the class room.
For post 16 students it shouldn't be a full 5days, or in A levels you should be able to work in the area
your studying in while studying. So experience is gained and a better career choice can be made
As it’s more engaging and can encourage more learning. Also it’s entertaining and will get them to the
lessons instead of being forced to
Teachers with too much attitude can not engage with young people, their behaviour needs to be assessed
when they’re being considered as a candidate for the job post. Also older teachers tend to not have ideas
of how to get their students listening, yes their wise but they aren’t making pupils learn
Most children learn practically and visually. That’s why all they can remember is things from TV and
video games. As it’s active, engaging and is entertaining. If learning was like this more things would be
remembered. There should be a decent amount of practical and classroom based work, as all pupils
learn differently.
The level of learning in public schools (non grammar) differs to grammar schools as you’re not pushed
to achieve and be the best that usually happens if you have forceful parents. So when you go into for
example the top 20 6th forms in your area you don’t really compare to most students. As a lot of them
would have been in grammar schools or higher achieving schools. Therefore making you feel inferior to
them as you have different levels of knowledge and your learning styles aren’t close or even the way
you apply yourself to learning is different.
Just to allow hands on learning styled pupils to achieve, as they’re made to feel inferior to normal styled
learners, just because they don’t understand. Therefore they don’t achieve, and stop applying
themselves to learning, which leads to high truancy rates and a dip in those pupils from that school
going into post 16 education. Furthering them into either job or sitting on the dole.
A satisfactory alternative to the transfer test must be found, but until the transfer test is made illegal, it
should be provided in class time, free of charge – otherwise only middle/upper class students go to
grammar schools. Class sizes need to be made smaller. Reverse education snobbery needs to be dealt
with – many parents don’t care or want their children to get the best education, so no matter how good
schools are the issues are at home.
Whilst the government wants 50% of people to go on to higher education, and in a society with little
other industry other than services left that’s where the jobs will be, but not everyone is suited to it. It’s
important politicians distinguish between a comprehensive system and a one size fits all system.
Academic and Vocational courses need to be given equal respect, but students should not be forced to
choose an education consisting of entirely one or the other, more schools are needed that cater to people
who are a mixture of vocational and academic.
The homework system. It should be set to a particular time so teachers can't give massive time
consuming homework assignments.
Education needs to be divided into different lesson plans, giving it a variation of practical, listening and
writing to cater for pupils who learn differently and to those who switch off because of boring lessons.
There should be a bigger teacher commitment as teachers should be responsible for the progress of their
pupils, so if a pupil is struggling with class work or homework a one on one session with that pupil
could be required.
The education system should be changed and should stress more on the interest of the child and to give
them knowledge and support for their interests.
Pupils shouldn't be forced to believe that getting outstanding grades is the only way to getting a decent
career. Pupils are becoming more stressed believing that if they don't get high enough marks then they
won't get a decent job, this is means pupils could resort to cheating.
Practical learning can be more fun and entertaining for pupils and can be a break from writing and
listening. If a pupil finds education more fun they will hopefully want to do better at school and this will
increase their test results which will boost their careers.
People learn in different ways and some learn better through the methods used than others. For example
a pupil may find a subject more interesting and easier to learn depending on the way they learn, such as
through practical or vocational rather than writing or listening if they enjoy practical or vocational work.
There should be more practical and vocational learning in school so that it covers for pupils who learn
that way and teachers will be more helpful to all pupils rather than just the pupils who enjoy learning
through writing.
I feel that practical and vocational learning is more motivational to children than writing or listening. It
is also more fun and children seem to pay more attention.
For pupils who aren't good at studying they may be good at practical work, and also learning it in theory
and then practising something makes it easier to understand.
The main problem i've had whilst being in education is the lack of support of mental health services.
There is research which proves teenagers are increasingly experiencing mental health difficulties and
the added pressures of exams and school/college work obviously contributes to this. I suffered from
anorexia and severe depression to the extent I even attempted suicide throughout my school and 6th
form years. The learning mentors were great, however they did lack knowledge regarding difficulties so
maybe assigning mental health nurses or a psychologist per school would be very beneficial in ensuring
pupils are receiving the correct support.
My friends main concerns of changes that should be made were:
Each person in the same class should all be at the same level of speaking the same language, this is
because one friend had a new foreign student in the same class twice. Both of them spoke limited
English and were on a lower learning level and had lower ability because of lack of understanding,
therefore the teacher had to dedicate huge amounts of time to ensure that pupil could do the same work
as the class, however this held the rest of the class back and interfered with their learning.
Practical and vocational learning will give students a true insight into the profession they are hoping to
proceed in. It enables students to get further knowledge and deeper understanding of the necessary skills
needed. It also gives students more independence and a feeling of responsibility because they will be
more focused on specific things of their choice.
There needs to be more teachers, so that when teachers are off ill or sick someone is able to teach the
lessons and not have free lessons.
The time when school starts needs to start later so young people can sleep more.
There is less written work and more practical work.
The school hours are shorter
There is no written exams as this doesn't prove your clever this just proves you can answer questions.
Everyone doesn't learn in the same way and there should be lessons where it is more practical than
written based.
People learn in different ways and its good to meet everyone's needs of learning
I personally think that the education system and how lessons are learn are old needs up dating into the
21st century by using computes to learn instead of text books.
Reading from books are rubbish and I prefer subjects like DT where I can use my hands to make
objects.
Not everyone learns in the same way due to us being all different. So there should be different ways to
learn not just reading in text books.
A greater emphasis on extracurricular activities
No compulsory RE or PE etc.
Subjects pursued to greater detail
More school time allocated to cover lessons i.e. more lessons
More science practicals
Not everyone is compatible with auditory and visual learning
These are critically important to learning aspects of science, e.g. chemisty
To see how theory plays out in practice
Not many career pathways require theory only and, particularly construction jobs, some need on site
traning
Practicals help you understand the theory
The methods of teaching
What we're being taught
Less written work
More information on life skills
It has to be more stright forward and explanatory
To help us decide what to do for GCSEs
To give us beter skills for work experience
To make us more confident
To give us a better understanding of the work
So that we know what we're doing
The education system at this moement in time puts all its resources into the children that have the
potential to pass, however children who have difficulties and are predicited the lowest grades need more
help as qualifications are necessary in todays society. The students that are predicted grades B and
above are left to their own devices however all children should recieve the same knowledge of each
subject and be challenged as far as they can.
Vocational and practical learning are fun this gives each individual a reason to attend the lessons and be
more attentive as they get a sense of enjoyment out of the lesson learnt. Vocational learning also helps
prepare children for the working world as practical skills are needed. Boys do not achieve as high as
girls in sytematic educational subjects however practical subjects such as science and sport boys seem
to excel which provides more of a reason vocational learning.
The government needs to do more to promote apprenticeships at a younger age.
Everyone should be aware of all the options available
Higher wages for younger apprentices (16 and up)
Awareness raising over the different times of apprenticeships available – there are more than just
builders/plumbers etc (as most people see apprenticeships) you can do a wide range
More money spent on advertising, get apprentices who have done their NVQ/Vocational study to go
into schools and talk about their experiences – so that young people can hear first hand from someone
who has been in their shoes. It’s all very well hearing it from a teacher or government body but hearing
it from the students’ perspective is so valuable!
Practical and vocational learning provides a great start to working life. It really prepares you for the
‘future’
Having more vocational learning would be helpful; I went to Uni but would have loved the experience
of vocational study
You can learn on the job
Provides you with life skills as well as a great experience!
These placements build confidence and can really mould the individual
Better teacher training, to allow them to understand that the way one child learns can be very different
to another.
Because exams dont show of some students full potential, they may not perform well under pressure or
have the best written skills.
More emphisis should be put on the interests of the students and individual research instead of what is
needed to pass an exam.
Practical/vocational learning would aid young people in getting the skills they need for real jobs as they
join society later on in life.
I think students should get more say in the way they want to be taught, and learning should be more
suited to idividual's preferred way of learning
classes should be smaller
Because some people arent suited to academic learning and so by offering vocational learning they can
gain skills which will be useful in getting a job.
Teaching Methods Rewards for doing well, and not being punished for not performing well enough.
More fun, practical activities, hands on learning. Teachers should only talk for 10 minute blocks at a
time otherwise they loose the attention of the class.
Becuase it is difficult to listen to a teacher for a long amount of time. The Majority are also quite visual
learners rather than copying from a text book, so this needs to change to meet majority needs.
I think there should variations of each subject, one coursework orientated and one exam orientated.
Because everyone works differently
I think there are adequate practical learning resources available, however there should be more
vocational learning as it is focused around the job, which is really the end goal of education.
Use more variety of learning techniques (tests, visual, handouts, etc.)
Use more teaching techniques (visual, mental and physical teaching)
Make the environment easier to learn different things in, e.g. Going Outside to learn more often.
No SATs choice for secondary schools, as it adds too much pressure coming up to GCSE work (Yr9
SATs).
Let students have more choice over their ways of learning. As in, have a task, but its up to the students
to decide how they work throughout the task.
It makes you ready for a job because you have more experience.
You would learn good life skills which makes you prepared for some aspects of your future life.
So that you get used to techniques and ways of learning that you may need in your career.
It would help you get you more prepared and also have a taste of what certain jobs could be like.
Everybody wants to be successful in life. Especially when it comes to careers. Therefore, the more
experience/preparation, the better.
In faith schools, different religions should be learnt about to give students a more wide span knowledge
about other religions, not just their own Me, Noah Levy
Stricter compulsory physical education schemes Ethan Cohen
At GCSE, intermediate options for some subjects need to be reinforced because it gives a better view at
what standard a student is learning at Yoni Finke
Being sensible, whilst approaching external exams and coursework deadlines, homework should be
limited to force all focus onto exam revision and getting best coursework marks available Alex Salkin
Initially start learning in smaller groups then instead of having smaller groups when your older you have
bigger groups, this will have meant kids will be brought up with skills on how to research and work for
themselfes instead of it being a new thing to them when they get into 6th form Jack Lee
No subject should be made compulsory for GCSE level Josh Goldman
Simply, because there isn't enough of it and the next generation lacks workers
It will enhance our mind and will help us understand topics better Ethan Cohen
Because there need to be varying levels for people with varying intelligence Yoni Finke
Studying in a more practical way will help you learn more and it will help you get work into your head
Alex Salkin
Practical and vocational learning allows a hands on approach to studying, the majority of kids learn a lot
more via interaction with something they are doing instead of listening to a teacher and writing notes
Jack Lee
There shouldn't be, there is enough practical and vocational learning as it is, no need for an increase
Josh Goldman
Me and my friends would like to see more challenge on the UK education systems, they reasons we say
this is because me and my friends have been look at the IGCSEs and IGCE and we have found out that
the international GCE and GCSEs is more harder than the current GCSE and GCE we study in the UK,
so please dont get me wrong but me and my friends believe that the GCSE and GCE is not harder and is
not at a higher level, also we believe that UK education is putting us down, it is not as it used to be,
many of the exam boards are making the exams easy and they are adding a lot of coursework which we
believe is wrong.
WE BELIEVE THAT ALL STUDENTS SHOULD STUDY THE CAMBRIDGE INTERNATIONAL
EXAMINATIONS BECAUSE IT IS VERY CHALLENGING AND ALSO IT IS RECOGNISED IN
ALL AROUND THE WORLD WHERES THE CURRENT GCSES AND GCE THAT WE STUDY IN
THE UK IS NOT CHALLENGING AND IS NOT AS RECOGNISED AS THE
INTERNATIONALLY GCSE'S AND GCE IS.
This is a subject that I and my friends believe is challenging to answer this is because many of the
vocational course are not accepted in TOP universitys like imperial, UCL, oxford and so on which is
very sad because this is putting the vocational courses down, I and my friends believe that vocational is
excellent for students that hate exams, we also believe that there should be more vocational courses
because this will help students study Varity of subjects and also vocational course helps students get
ready for work which is a big advantage over academic studies.
Also one thing we believe is that GSCEs and GCE should have some practical studys in the syllable so
that acdimaci students can also have some experience as vocational students
ore practical learning
There should be more practical lesons rather then sitting in classrooms.
because children will learn more
More vocational courses should be offered giving students a range of potential careers that they can
pursue
Fees should be abolished or kept limited mainly because this could pose as a deterence for potential
hgher education students they may not be able to afford studying
Support like grants/bursaries should be open to many students especially those living away from home
Schemes like Bradford's compact scheme and Leed's Access to Leeds scheme should be available in
many top Universities so that students who have not had privileges have an equal chance to get in a
University that they desire tests could be held to test these students
Voluntary schemes should be available to students from an early age to support their application and to
enhance their current knowledge
Practical learning will help students apply their knowledge to a working environment rather than simply
learning the theory. It can increase their knowledge and strengthen the theory learnt once they can apply
their skills to situations.
Some people may not enjoy studying core subjects like English and Maths in depth therefore vocational
courses like Business and Health and Social Care can benefit the community because some students
may pursue careers like Nursing and also the subjects are fairly neutral so the students will enjoy these
more.
Students can study vocational and practical courses like Engineering outside of school in colleges for
example this can change their outlook on their future career and it can alter their initial perceptions.
There should be more practical and vocational learning because there are different levels of
qualifications that can be achieved. For example, level 1 3. This means that everyone can have a
qualification and that they have the ability to progress.
Doing vocational and practical learning courses can increase skills of a student and it can make them
aware of knowledge they had which they were not initially aware of. It can create new ideas for the
student and can make them think beyond the basic theory.
Students need to be trained towards entrepreneur skills so that they're not just seeking jobs, but creating
job opportunities for themselves.
Education should be balanced, so students need to be given a chance to have practical and vocational
work. Practical work develops experience, and Vocational work develops understanding.
More emphasis and recognition needs to be placed on Apprenticeships, so that students can be given a
choice and a chance to develop a wider range of skills.
Students who take the A levels path have theoretical knowledge, but no work experience; so when they
start working, it takes them longer to know the system fully as they would have not gained the practical
skills needed for the job.
Students need to be given thorough aptitude tests in early education, to ascertain whether a theoretical
or practical course is suitable for them.
If a student is found to be more suited for a theoretical course, then they are to be advised and
encouraged to do A levels, but whereby it is found that the student is more practical, then they are to be
advised and encouraged to do a vocational course i.e. an Apprenticeship.
There should be more practical and vocational learning in order to level out the gap in industries. There
is so much demand on people with practical skills, yet there are not enough skilled people to fill those
gaps. Theoretical industries have been satisfied. There needs to be a set up where students at secondary
school could go and work with experienced professionals on the job. i.e students could go to school for
3 days and then work with a department that works in conjunction with the government on 2 days.
A balance needs to be struck. Courses should be 50% vocational with mentoring from experienced
professionals in the students' chosen field of interest and the course should also be 50% theoretical so
students have the best of both worlds.
There should be more practical and vocational learning as students will be assured that what they have
learnt is applicable and they will be more confident and have an understanding of where they are at in
their learning. Doing a vocational course will give students a head start in life as they will have had
more skills and practical experience in comparison to their peers who have theoretical knowledge but no
practical experience.
A more practical approach to learning needs to be introduced into the education system, in A levels,
students are taught things but in the end they do not know how to apply what they have learned.
There needs to be more practical and vocational learning so that students can see the relevance of what
they are learning.
There needs to be more emphasis on skills as not every person is academic.
We have a shortfall of skilled people. Education should be linked into industry with a possible chance of
employment.
Views and ideas on education need to be changed within the education system, and more options need
to be introduced to students. A lot of the times society is governed by fears that unless students go
through the usual pathway of A Levels, they will not be able to be successful and achieve high goals in
life. These views need to be challenged. People need to be made aware of the benefits of
vocational/practical courses these need to be introduced on a wider scale to students who are still at
Secondary school. By not capitalizing on apprenticeships, we are inadvertently disadvantaging the
population of students who are not academic.
There should be more practical and vocational learning as it is important to know the theoretical side of
the job, but it is even more essential to have the skills to do particular jobs. i.e a student who has done
an apprenticeship in engineering and then gone onto study it at degree level is far more likely to get the
job than one who has done A Levels and then gone onto study engineering at degree level.
The citizenship lessons in most schools the tutor teaches the lesson and because they do not specialise
in that subject they no very little and dont take the lesson very seriously therefore the majority of
students take it as a free lesson. However i believe that citizenship lessons are really important to life as
that particular lesson teaches you about politics, sre, drugs, relationships stuff that are very relevant for
young people to know about. Therefore citizenship lessons need to be taught by specialist in that area in
schools!
Because not all young people can be fed information and are able to sit and write/listen for a long period
of time therefore practical and vocational options should be available for those who feel they learn
better that way.
The behaviour system reviewed as alot of young poeple in my school get away with too much! Like all
the naughty kids get to go on trips and get rewards when they have been good however all the good
students dont ever get rewarded for thier behaviour.
Because it lets everyone have a chance to see how they prefer learning because not everybody likes to
sit and listen for ages.
more extra curricular stuff provided in colleges currently we only have extra 'revision sessions' like 6
weeks before an exam and i dont think that really benefits us we should have extra lessons all
throughout the year available for catch up sessions because at college if you miss a lesson then you
miss a whole entire chapter within your lesson so colleges should offer extra lessons.
because in school your forced to do 'curricular' subects but yet when you go to college alot of students
opt to do gnvq or btecs therefore they should have an option at school to because its easier for some
people to learn that way.
the subjects available at school when i was in school we was basically told what we could choose so
there needs to be more vocational subjects on offer at school because as i said beklow people learn
better like that
yes! because its a more creative outlet therfore those who learn better by doing something have the
opportunity to take part in this to.
Exams alot of pressure is on doing well in exams and therefore can effect how you perfdorm in your
exam but if you done on going assesments the grade would be more accurate of your performace
throughout the course.
because i remember when i was at school i was forced to do all the subjects like maths english science
geogrpahy re and i really didnt enjoy sitting down and writting i wasnt very good at learning this way
and found it difficult yet when i was at school there was no other option really however now im doing
a btec ready to go to uni this year and my course is majority pratical and i have come out with really
good grades and i really enjoy the course!
Alot but i will focus on one point i have only ever seen tutors write on the board the objectives, aims
and explain the lesson fully when ofsted or inspections are coming round these lessons are always my
favourite as i fully understand what we will be taught that day. This is a really beneficial way of
learning as it allows us to understand what we will be learning and reflect on the aims to see whether we
meet them. Also we seem to have really interactive lessons when inspectors are in involveing group
work, presentations and they manage to fit many diffrent teaching types in these lessons allow everyone
to understand at least one thing as there are different learning styles going on REALLY PRODUCTIVE
TEACHING!!!
not sure you should obviously have the english, maths science as the written course are essential for
unis because the majority of degrees are full on reading and essay writting therefore throught the
education system you need to be able to get used to this prepare yourself. but for those who do not
intend to go down that route there should be other courses available for them as some poeple find the
'tradtitional' way of learning difficult.
The use of open content needs to be strongly encouraged. learning just for yourself is an outdated way
of learning. sharing knowledge with others is the future. Open textbooks are for example such a case.
However, wide adoption is still quite some steps away; which doesn't mean we shouldn't work on it,
though.
Because that's what you're learning for. The current system with major exams at the end of a term is the
result of a system that hasn't changed for decades. It doesn't reflect an appropriate way of learning,
though. Experimental curriculars, such as those being employed at Olin College and others allow a
much more practical thus vocational education.
I think the education system revolves too much around the idea of equipping the students only with the
basic knowledge and relies too much on the student to go out there and find out the fine details for
himself. Given the fact that there is a wealth of fine details it is always tricky to be sure you know
enough in order to succeed in an academic test. I think tests should either have a more restricted
curriculum or the questions should assume/ask for fine detail knowledge.
Practical and vocational training equips students for the business environment and it is always useful to
have some skills that can land you a job. While theory and broad knowledge means that you have
something to build upon, it doesn't necessarily give you enough knowledge in order to survive in the
business environment that revolves more around getting things done quickly or in a 'just good enough'
shape. One might want to have the possibility of also attending practical / vocational courses in a sub
field which could complement the traditional degree structure.
There is not enough competition, which is why students don't try hard enough, moreover I think also
they know they can get a plce in university and come out with a degree, and they are paying so much
less than international students; which is not fair.
Not everybody is smart to go to university, and they need a job as well. And, to do better in their jobs,
its good that they are trained properly.
Children are given too much freedom and not enough challenge.Parents and teachers give their children
too much control
Practical and vocational learning would allow a child to experience the life that they could have when
they grow up.This would prove useful in the sense that they will not be insecure anymore. They will
have had the chance to get a glimpse at the duties of an engineer,doctor,astronomer,chef etc and see
which role they like the most. Also,this experience should be repeated regularly because a 7 year old
will probably change their mind by the time they need to decide what to study at uni. But if they were
only allowed to experience too few areas of work they might regret their decision in the future which
leads to job dissatisfaction, job insecurity, and even feeling constantly depressed and regretting your
past choices.It's better to have a student having too many courses to choose from for university than
having a student who can't make up his mind.
Government is too involved in it. All that matters to government is pass rates and not what's actually
learned, leading to a checklist of things that are required for a pass. People from university and industry
should have more say in education. GCSE IT, for example, contains no programming, computing theory
or anything interesting/challenging. It's exactly the same as what I was taught in middle school. MS
Publisher, MS Word, MS Excel and Dreamweaver.
Nothing at all interesting. Maths neglected to teach us how to calculate and implement the standard
deviation formula as it's "too hard". My mother can manipulate matrices despite never going to college.
I had to take a further maths course in college before I had heard of them prior to university.
I think there needs to be a good mix. People get taught a lot of theory without being shown how it can
be applied, especially in schools. At the same time, just showing people the process pushes them into a
simple think inside the box approach without ever showing them how to innovate.
Grade oriented teaching is fundamentally flawed. Constructivist teaching teaches students basic and
essential skills, like critical thinking, so they are equipped to learn anything themselves. It is also much
less stressful for students.
Because people need to discover what they are good at and what they would like to do. Often young
students don’t really know what they want to do in life or if they do, they don’t really know what it
would entail. Practical experience with various things would help students discover what they want to
do for most of their life. Few things are worse than hating your job.
Students need to stop being treated like they're stupid, cause then they'll act stupid. Making decisions
for yourself and getting out of a rut you're stuck in are important skills, and are best learned as a child...
even if the empowerment makes students feel lost at first, or even make some mistakes.
Less sitting endlessly copying things from books and dull powerpoint presentations!
Show more of the possible paths after secondary (or even primary?) school the HUGE number of jobs,
experiences, adventures there are to choose from. Broader and more varied work opportunities
facilitated.
Ask kids more for feedback; then actually act on it a bit. Even if they don't ask for a massive change,
they'll feel more like school is their friend, not their enemy (or just irrelevant).
I think there should be more. Although some schools are much better than others...
Theory can integrate into practice, but practice can't integrate into theory. I think the education system is
just a bit lazy and too overwhelmed with paperwork and beaurocracy to experiment and have fun with
education!
Although many students do clubs, more students should be helped and strongly encouraged to take extra
curricula activities, to help them find motivation, a new social group and possibly inspiration for what
they want to pursue in life.
More incentives for people to become teachers e.g. better pay, less bureaucracy, more freedom,
televised teachers awards. This will encourage much more creative inspiring people to become teachers,
in my opinion.
The vary nature of testing cripples the potential of student learning and development of the mind. Less
testing and grading would allow much more freedom in teaching and allow a much better education to
happen.
Students should have much, much more responsibility within the school they should be able to vote on
many key decisions, such as all the fine details of what the money is spent on the students should be
educated about the school budgets, so they can make informed decisions that are realistic and viable.
This will help create more mutual respect between students and teachers, as they will see each other as
equals, and give students a sense of responsibility and worth in society as a whole.
Playing and creative expression should be seen as equal importance as any other subjects and should be
often encouraged and fostered; many psychologists and scientists acknowledge playing as vital for
character/behaviour/social development, and creativity and imagination is evidently essential for any
kind of higher cerebral activity.
I think the curriculum should be CHOICE based and timetables should work rather like a festival
programme with many things happening at once so the students choose what they want to go to. There
should be 4 types of sessions:
Academic same as lessons schools have now, but limited to 15 people per class room for a more closer
relationship with the teacher. Students should be encouraged to do these, but not compulsory. Split into
series of lessons, e.g. "Numeracy ages 11 13 Level 3. Session 1 of 4". The level is how difficult the
session is (easy 1 to hard 5) and the age range is a guideline. When the series ends, students can choose
to do a quick test or a follow up project, which will get them academic points.
Workshops real practical workshops led by visiting professionals, people from the community or
teachers anything from sessions on Photoshop to cooking to car mechanics to real scientific
experiments to planting trees... The students should be able to suggest things they're interested in and
with the help of their teachers, they can organise a professional person or a relevant person within the
local community to come into school and give the workshop. The point is to have more real practical
learning, and also to build a greater sense of community, and to allow the students to become motivated
and discover different interests. The government should pay the professionals whatever they would be
missing if they were working on those days.
Physical games, sports and various fun activities which run throughout the day. Some are serious
training sessions for varying skill levels, others are just open to people turning up and joining in at any
time.
Open Discussions students discuss anything of interested. Sometimes the teacher chooses the subject,
sometimes the students decide what they want to talk about or do. These are very free sessions to do
almost anything from debating philosophical ideas, to discussing relationship problems, to talking about
the latest consumer gadget. The point is to help communication skills, to bring in different things of
interest, to get students thinking outside the box, to raise awareness of problems in the world and at
home, to create new or better relationships between various students and between students and
teachers.
This may be more complicated than the current way schools are run, but why should our children be
subject to some second rate production line model that has little use now, let alone the future. It's
absurd.
Firstly, for the sake of the infrastructure; our country needs people with expertise within many practical
fields, like plumbing, building, etc. If we produce 1 million academics, but only 3 electricians per year,
who's going to look after our electrics, for example? Secondly, for the economy; if we want
entrepreneurial people, and people with a sense of direction coming out of schools, we need vocational
sessions for kids to pursue their passions, or at least learn real skills which they can apply to something
else later on in life.
Thirdly, there are important practical skills, which every person should be good at, which schools
should definitely do more: cooking and making your own food is vitally important, and as Jamie Oliver
has made clear, the UK is terrible with food knowledge and practical food skills. This needs to change.
Basic practical business and politics sessions are also vital if we want a functioning democracy and
economy: i.e. teaching kids about the electoral register, paying bills and taxes, how to budget, etc this
knowledge should be weaved into fun practical sessions going into towns, talking to people in
professions or in political parties, doing role plays, etc.
Assuming children are stupid at a subject if they don't show loads of interest, my brother doesn't find
maths interesting coz he knows all the work, he can learn GCSE stuff that i'm doing and he's only 13, he
does his maths questions then isn't sure what to d so he daydreams up stories which he is amazing at, the
teacher then thinks he's rude and bad at the subject and punishes him.
I think that children are more inspired if they do things physical and interesting to help them learn, if
they do paperwork all day, they are bored and ascossiate that with the subject.
Less pressure on schools and teachers to meet "targets." This leads to a dull formulaic curriculum which
restricts teachers in what they can teach and how they can teach it.
No testing (SATs) in primary school, puts too much pressure on children at a young age and gives them
negative feelings about education.
primary school should be a socialisation process where children learn to relate to other people. This can
be done through play, practical activities and even the learning of the syllabus as well.
Secondary school is a harder issue as you need qualifications and the process does need to start when
you start secondary school. maybe they could do 1 year of a gradual changing over to a more formal
style of learning. They could also make things more vocational and more choice of what you do. Maths
and literacy should maybe be the only compulsory lessons.
Terribly phrased question! you shouldn't ask closed questions like that! what if people don't believe
there should be more!?
anyway, practical learning is important because many learners do not learn through taking things in
audibly or visually. A lot of them need to "do" to learn. touch things, make things etc.
vocational learning is important because more and more children are not academic, intellectual people.
This is more of a societal issue, but i believe it is possible to teach a subject someone doesn't like and at
least make it bearable and allow them to access the learning. But schools can not currently experiment
with the way they deliver the curriculum.
Make it more fun. For students, but also for teachers and even headteachers.. maybe the people above
them too?
Education and school needs to be fun in order to be creative, and inspiring and engaging. And I think
that's a hard environment/system to create! It should be enjoyable to write lesson plans and teachers
particularly should have loads of freedom to play with they way they teach and relate to students and
inspire. Bogging them down with loads of paperwork and bearocracy that's basically just legal rubbish
is not going to help them make something exciting and inspiring for students.
It's about as ridiculous as hiring a solicitor to organise your birthday party!
I think it's important to get your hands dirty and physically involve yourself in what you're learning.
I can't remember most of what I spent half my life learning from books and blackboards in school, cause
the memories are all the same.
I'd probably inspire the teachers to be more creative in their teaching... cause if my teach isn't creative, I
won't be inspired to learn.
It gears you more toward real life rather than just textbook stuff.
You learn through real experience not just just what someone else tells you is gonna happen!