Educational policy Essay

On Tuesday whitethorn football teamth, 2010 David Cameron became the British Prime Minister after forming a traditionalist and on the loose(p) Democrat coalition. This maintained five days of negotiation as the general resource had produced a hung parliament. While the Conservatives were the largest fellowship, they held an inadequate turn of events of seats to meet the verge for majority rule, and so formed a coalition with the Liberal Democrats, (guardian.co.uk, 2010). variety surface prior to becoming Prime Minister, David Cameron spoke at length on the Conservatives knowledge election manifesto by announcing forges to attract the or so meliorate professional educateers into the physiqueroom. Central to his partys focus on study was his partys desires to improve the standard of teachers preparation, he said, The most beta thing that get outing determine if a boor succeeds is non their rachisground, the curricula, the type of inculcate or the amount of fundin g, its the teacher, (dailymail.co.uk, 2010).This report card intends to examine the evolution of the honorary society rail constitution below the accepted coalition government, carry a comparison between the current the cultivation policy under the coalition government and the three-party system of the 1944 pantryman facts of life Act. It allow examine the effects of both systems on the informchilds inside them, whether in event pupils will benefit from the Academy and emancipate schoolhouse systems or is it the case that in that location be excessively be just about pupils who atomic number 18 disadvant mount upd by thissystem. in that location will excessively be an examination of what will happen to pupils who argon non ameliorate in either the academy or clear school systems and the sour that trade forces will bring on the establishment and success of schools. knowledge is the spoken language of knowledge, skills and information from teachers to learners the process of becoming an educated person, (Carr & Kemmis, 1986). learning promotes the abilities to perceive accurately, mobilize critically and act effectively to action self-selected goals and aspirations, (Gelber Cannon, 2011). It allows individuals to map their humps and offer ups a descriptor of reli equal to(p) routes for individuals to return to optimal disk operating systems when they find themselves veneering difficult decisions and life events.Crucially in modern era, rearing itself is seen as a vital resource for global economies, in fact most counterbalance world economies argon characterised as encyclopedism economies, (Tze-Chang, 2011). It is the acquisition and property of knowledge that drives global economies which, in forward propagations, were based entirely on pure grocery store forces, (Avis, 1996). accordingly an volunteernce based exclusively on merchandise forces would be un adequate sustain learning and innovation, (Morgan, 199 7). For modern economies to elaborate they must develop a combination of a learning economy with market forces, (Beckett & Hager, 2002). It is for these reasons that concomitant governments have recognised the essential value of a higher educated population and have improve the way in which the population is taught from school age right throughout life, (Wolf & Evans, 2011). Even precedent to the Coalition authorities taking power, in that respect had been a move towards liberal ideology from the previous two governments.From 1997 revolutionary delve brought about changes at heart nurtureal policies that Tony Blair verbalise were part of the Third Way. This was intended to burgeon forth societal democratic ideals into encompassing the Neo-liberalism that had been prevalent for the decade under Thatchers administration, (Hill,2001). Neo-liberalism attempts to evolve away from social democratic principles such(prenominal), redistributive policy, taxing the truly wealt hy, bread and butter cost opportunities with a materially proactive sense of achieving more than(prenominal)(prenominal) equal outcomes, relying on the high standard qualifications of professional groups (such as teachers) and regulating these professionals in the interests of equal opportunities. Neo-liberalism focuses on the continuation of the national platform which has had a strong influence from centralgovernment. So for instance, Marg atomic number 18t Thatcher insisted that events of the previous twenty relegates had non to be included in history lessons, (Thatcher, 1980). Even today more teachers believe the national curriculum prevents them encouraging creativity and innovation, focusing on a narrow curriculum and a stern testing regime, (McCormick & Burn, 2011).Neo-liberalism encourages the opposition of schooling through supporting market forces with the spread of selective medical specializer schools, (Hursh, 2005). spic-and-span churn called these Mod ernising comprehensive procreation by encouraging excerption and diversity, (Kassem et al, 2006). champion important argona of neo-liberal ideology is marrying of private organisations with domain services such as commandment reinvigorated Labour termed these creating late partnerships, (Clarke et al, 2000). These ideologies pass of standards achieved in school tests expecting that pedagogy focus on achieving right-hand(a) test results and making these a involvement for entry into higher(prenominal) education, (Rowden, 2011). There are concerns that neo-liberal reproduction policies accession in inequalities in terms of social manikin, (Hill, 2003).In m each ways the wise school systems will do winners, those who attend overbold inspiring buildings that are full to the brim with facilities and opportunities for the pupils, tho on that point will also be losers, those who bear on to attend buildings peradventure reinforced in the 1950s with teachers who are not amongst the highly nonrecreational or highly educated, (Griffiths, 2007). Investment by the private sector, (which is pr star to the nuances of market forces) and reduction in public spending on education is considered make up public expenditure, from a neoliberal start, ( practicedwin, 2011). The Importance of pedagogics, The crops White musical theme 2010, was published 24th November 2010, its intention was to improve the standard of education for teachers and allowing judgement teachers to recruit and wane abide for the highest educated teachers.Following this the Coalition speculate their plans for the future of education in the UK. This would in nigh respects follow on from wise Labours neo liberalistic begin of including private organisations in the creation of modern Academy rails, (Gunter & Forrester, 2008). The front academies were introduced under the Labour government in 2002, (Higher ideals, 2005). Academy schools are independent from topical anaesthe tic anesthetic anaestheticeducation authorities and are state funded with assistance from external organisations these after part include businesses, charities or an separate(prenominal) governmental bodies. The idea followed the inception of occupy schools in USA, (Budde, 1988). They were also influenced in part by the Swedish initiate system. call for schools are Ameri flush toilet schools which are independent from their public school system, (Finn et al, 2000).They were intended to allow the schools themselves more liberty to be more innovative, while existence accountable to local education boards for improved student achievement. read schools were meant to create partnerships between educators, parents and students. M both Charter Schools began in the 1990s all the same there has been widespread upbraiding of the Charter school system. sensation criticism is that funding has in fact not followed the schools, which were often built deep d protest divest areas. Thi s in fact has meant that many have in truth lost funding and have gone into administration, (Buckley & Schneider, 2007). Kunskapsskolan schools were established in Sweden in 1999, it translates into Knowledge Schools and presently operates 30 secondary schools in Sweden. Kunskapsskolan schools are privately managed, non-selective and non-fee nonrecreational, with funding for these schools provided by the Swedish government, (Eiken, 2011). The Kunskapsskolan model in Sweden has produced higher than average results and is currently the model tush a number of the UK academy schools.The Kunskapsskolan model was based on personalised learning with both student following a long-term learning and attainment plan which is formulated between the student and the students Personal nurture and their parents. The learning plan was designed to go out that e truly student achieves the very trounce results that he or she is capable of. Kunskapsskolan students are offered the opportunity to fit at their own pace, using their own learning style to achieve their own goals and those set by accrediting bodies. Parents are encouraged to actively hold in their childrens education, figure in setting goals and are able to monitor their childs come on through online reporting systems, ( en, 2008). youthful Labour intended that the establishment of academies would drive up standards by substitution failing schools in struggling education authorities, (Chitty, 2009). Under freshly-fashioned Labours guidelines the academy schools could be established solitary(prenominal) if they held a suspensor and could plagiarize twomillion pounds in independent funding. The government would consequently contribute 25 million, (Pennell & western hemisphere, 2007).The academy would then slip by the school extraneous of the local education authoritys ( forage) funding go, but mum operate within all the national requirements for curriculum and standards, (Griggs ,2010). The Coalitio n politics has greatly grow the number of Academy schools. The Secretary of State for Education, Michael Gove, ab initio asked every head teacher in England if they would be arouse in achieving academy place. By 31st August 2010, 170 mainstream schools had make an drill to convert to academy status and as of 1st April 2012 there are 1776 academies in the UK, (education.gov.uk, 2012). The Academies Bill exposed up the possibility of applying for Academy status to all schools and no longer required these schools to hold sponsorships or raise the initial 2 million, (Wilson, 2011).All other schools, irrespective of their Ofsted rating, were also able to apply to become academies if they are part of a group which includes a high performing school or if they join an existing made academy trust. For the first time since its inception primary schools are also permitted to apply for Academy school status, (Bassett et al, 2012). Ofsted refers to the acronym used for the Office for Sta ndards in Education. It monitors and is the general regulatory body for the provision childminding, child day care, childrens centres, childrens social care, state schools, independent schools (including Academy schools) and teacher training providers, colleges and learning and skills providers in England, (ofsted.gov.uk, 2012).It also monitors the pop off of the autarkic Schools Inspectorate. Following this, The Coalition regimen introduced The Education Bill into the House of Commons on Wednesday 26th January 2011 and legitimate Royal Assent on 1fifth November 2011, (legislation.gov.uk, 2011). The Education Act specify that from now on all mod-fangled maintained schools must be setup as either an academy or secrete schools. So in effect there will be no saucy state schools, (Needham et al, 2006). Prior to this they launched a new initiative to introduce what they termed innocent Schools into the education arena. drop schools are proposed and governed by local community of interests groups such as groups of parents, faith groups or other interested parties.They are relinquish at source to parents and are all-ability state-funded schools set up in response by local muckle to meet the needfully of local communities and in order to improve education for children in their community, (Leo et al, 2010). The first big Schools opened in September 2011. Alongside Academies and Free schools, The Government also proposed other types of secondary educational settings governed by local community groups such as the University technical foul Colleges and Studio Schools were launched. The process of creating a free school begins with the Secretary of State entering into an Academy Arrangement with a person, group of people, or an organisation. These arrangements normally take the form of an Academy apprehension.In this agreement, the government agrees to provide funds for the school in re-sentencing for certain undertakings, including that the school provid es provision for children with special educational needs and variant abilities. that the curriculum is balanced and broadly based, that in the case of secondary schools, they provide an emphasis in a particular subject such as sport, recognition or the arts, and that the pupils are namen wholly or primarily from the area in which the school is located, (Gunter, 2011). One concern spread out tongue to is the affirm that Academy schools will be completely outside of the control of not yet education authorities but national overarching governmental control, (Woods, 2011). besides even the regular state schools have change magnitudely less control by local education authorities and it is for sure the case that successive reforms over the past two decades have given all schools more than greater autonomy, (Bangs et al, 2010). Most legislation that governs schools is currently derived from national government or national bodies, such as the national curriculum or Standard Assess ment Tests, Ofsted, or government legislation on issues such as safeguarding or Every Child Matters, (Field, 2010). Local education authorities, in fact have increasingly less control over individual schools. pasturelands continue to be responsible for the provision of school places, faculty member session appeals when a child does not clear up a place at their chosen school and taking responsibility when a school fails, (Bradley & Taylor, 2010). LEAs also continue to have responsibility for the provision of educational psychologists and special educational needs support.Nonetheless, Academy schools system does provide an increasingamount of freedom not only for head teachers and teachers, in what they teach, how they are buildingd, pay structures, freedom to adapt the national curriculum and the freedom to falsify the length of the school day and how the school sets its holidays, (Bassett et al, 2010) They also offer freedom to pupils in the sorts of the subjects they study a nd even in fact the lovings of examinations they gain, for instance, the side baccalaureate, (Taylor, 2010) When asked by the BBCs Mike Baker in 2010, what exactly makes an academy opposite? The Former Schools Commissioner, Sir Bruce Liddington, verbalise that they are more, a state of mind more than anything else, (bbc.co.uk, 2010). Sir Bruce Liddington is the director-general of E-Act ( fountainly Edutrust Academies Charitable Trust), which is responsible 14 academies and free schools which aim to target the education of children in Britains most deprived areas. further critics have voiced concerns in regards to E-Acts expansion plans in that they wish to create a super-chain of 250 academy and free schools within five years. There has also been criticism of how these schools will be run and the way market practices will influence the teaching, such as buying and selling of intellectual property, (guardian.co.uk, 2011). The Education Secretary, Michael Gove has stated that outs tanding schools may possibly no longer have to bear up under the Ofsted inspection, freeing them to concentrate solely on education and not preparing for audits. He has also made the link between outstanding schools and Academy schools, by allowing all outstanding schools to automatically achieve Academy status. Clearly this equates academies with quality, (Dept. of Education, 2010). rude(a) academy schools will not be able to select strictly on ability, however Grammar schools which have converted to Academy status can continue to do so, (Miller, 2011). Nonetheless Academies can and do select check to the doings of the child, (Sales et al, 2010). Much available research points to there being an increase in challenging behaviours amongst children and issue people who come from deprived backgrounds, (Wickham, 2011).Michael Gove himself stated, in a speech at Durand Academy in London, There is a direct line to deprivation which begins when children are failed in primary because their behaviour is not policed with proper boundaries and they are not taught how to read properly. When these young people arrive insecondary school they cannot follow the curriculum and interbreed up their adversity with a show of bravado, acting up in level, (politics.co.uk, 2011). Michael Gove also made the link between children who have no positive male role model in their lives and, the Educational underclass, who he believed would ultimately continue on to become, NEETS (not in education, employment or training), again making the links between behaviour and social and frugal deprivation, (Attewell & Newman, 2011). The attempt to bring children out of poverty and encourage participation in education has been a central theme for the Neo-liberalism policies of the Coalition Government and the previous New Labour Government, ( hallway, 2011).However it was the Coalition Government alone who expanded on the idea of the Academy Schools to Include Free Schools and the thinking b ehind such proposals as the University Technical Colleges and Studio Schools. Free Schools are a recent concept introduced by the Coalition Government, making it possible for the first time parents, teachers, faith groups, charities and businesses to set up their own schools, (Morris, 2011). They are non-fee paying and supported by government. Free schools are subject to the School Admissions enrol of Practice, other than that they are permitted to accept only those children they chose. The government has stated that Free Schools must meet the same admissions criteria as the discipline Admissions Code, however they will have the flexibility to select based on their own criteria. These types of schools are an extension of the existing Academies Programme. Free schools are pass judgment to offer a broad and balanced curriculum. They are still subject to Ofsted inspections and are expected to comply with standard performance measures, (education.gov.uk, 2011)The first 24 free school s opened in autumn 2011. They represent the most overtly market-oriented policy as part of the neo-liberal Coalition governments school reform policies in England. There is some degree controversy, as these schools are led by market forces and again to achieve success will be do to accept only children from a particular group (for instance those of a particular faith). This could lead to some democratic discrimination if they are not made to be fully accountable in terms of the activity process, the governance of free schools, and their effect on local authorities, (Hatcher, 2011).There are also some concerns that some free schools will be run for profit. So for example, it was reported in TheGuardian Newspaper,(guardian.co.uk, 2012), that the head of News Corporation, Rupert Murdoch who is currently being investigated on charges of telephone hacking had had secret meetings with The Education Secretary Michael Gove convey an interest in applying to set up a free school, (guardian .co.uk, 2012). One example of a free school will be the capital of Arizona Free School in Oldham which was conceived by Tom Burkard, a former teacher and military instructor.The school itself will be run by ex-military staff and will have a focus on discipline. Burkard says the school will teach children between the ages of 11years and 18years, and will encourage high standards of behaviour, literacy and numeracy, (localschoolsnetwork.org.uk, 2012). University Technical Colleges are described as a new concept in education which offers secondary age pupils from age 14years to 19years olds vocational courses at specialist colleges. There initially proposed by New Labour but had surmount party support. The former education secretary, Lord Kenneth Baker proposed them as a means to promote the concept prepare younger people for work. He said, We want to forge a partnership between vocational education and universities, further education colleges and employers. Each university technical college (UTC) will be sponsored by a university or college of further education. They will develop their own specialism, usually to reflect the universitys area of excellence.The colleges are intended to be small, with add up no more than 800 students. Funding is intended to come from sponsorship and from government. The university will not be required to provide funds however, their assistance is needed for curriculum growth, teaching support and guiding students education progression. These sorts of courses are intended to reflect a normal weekday and the students will embark on high quality vocational courses rather than purely donnish ones. However, there is a requirement that the pupils continue have a background in academic study. Following post sixteen education, the pupils can progress onto apprenticeships utilising support from local employers for day placements with the most up to date equipment. This enhances the employment experience of students and is intended to en courage the development of a work ethic. Pupils can progress on to study for diplomas, A-levels other think qualifications, (edge.co.uk, 2012).There have beensome concerns voiced about the UTCs. For instance, John Bangs who is the head of education at the National Union of Teachers, fears this could lead to reintroducing widespread selection at 14, Academies and UTCs are predicators of the kind of pessimism that kids are forever destined for one or other route. It sorts the sheep from the goats, which Im very fight downd to, (guardian.co.uk, 2010). But Professor Alison Halstead, who is heading a UTC sponsored by Aston University, due to open in 2012, says fears are unfounded. naught wants academic selection. This type of technical institution is not going to be suitable for all youngsters, and, if its not, there are 76 other schools in this area to choose from. However the division of Education has strict selection criteria which currently allow UTCs to select only 10% of pupil admissions based on their aptitude and states that all of new the new school types must comply with the School Admissions Code, (Clegg, 2011).The Studio School is a yet another new concept in education, which seeks to address the growing gap between the skills, and knowledge that young people require to succeed, and those that the current education system provides. Studio Schools are designed for 14-19 year olds of all abilities. They are small schools for 300 students and with year-round opening and a 9-5 working day, the emphasis will be on creating an environment more like a workplace than a school, (Fuller & Unwin, 2011). Working closely with local employers, Studio Schools will offer a range of academic and vocational qualifications including GCSEs in face, Maths and Science, as well as paid work placements linked directly to employment opportunities in the local area. Students will gain a broad range of employability and life skills through the skills framework, and will hav e the option to go on to university, further training, and into employment.There are also the concerns that these sorts of education facilities, like the free schools could have influence from market forces, (Bonell et al, 2011). try out in the past has suggested that this has a negative effect on childrens education and reduces their life choices in later life, (Gorard, 1997). As mentioned previously, many of the Charter Schools in USA have since failed many because they failed to attract the investment of businesses. The reasons for this are diverse, however some commentators highlight that many were developed within deprived inner city areas. Business ventures did initially contribute funding to set theseschools up but ultimately withdrew support as the areas the schools were built in, were not in positions to sustain market involvement. It come out of the closeted that many were unbelievable to become self-sustaining without on-going support from philanthropic communities, (M inow, 2000). It is the frailty of involving market forces into education that causes concerns for many.There are also issues as regards future life choice, for example, would a child whose school was funding entirely by a brim and who experienced the full weight of that banks marketing focuses, make another choice as regards their banking when they reached adulthood, (Adkins, 1999)? With all these new types of education structures there appears to be central themes of freedom and flexibility for teachers and head teachers with new opportunities for children, however alongside this there are concerns that these schools will create divisions within the education system. Also what of the children who will not get the opportunity to attend one of these new types of schools? bequeath they suffer from attending less prestigious schools? What of teachers who do not hold prestigious qualifications? Although the new schools are not able to select purely on intellect, they can make some sel ections which state schools cannot, they can also select out children who have behavioural problems.As has been discussed earlier, this does tend to discriminate against children from deprived backgrounds and these were part of the criticisms that the tripartite system of education was charged with in the 1960s In 1944 The Butler Act brought about radical changes for the British Education System with the basic aim was to give every pupil an equal opportunity to develop his or her talents and abilities to the full, within a free system of state education, (Dent ,1948). For the first time the structure of Education in England and Wales was divided into thirdsome stages Primary schools which taught children from 5years old up to the age of 11years, secondary from the age of 11years until 15years (This was increased to 16years from 1973) and then finally facultative post-16yrs education in either an academic setting and on to Higher education or vocational qualifications via the furt her education route.The most important aspect of this was that for the first time, free secondary education became compulsory for all. At the time the Butler Education Act received cross party support, (Boyle, 1972). The Butler Act proposed threedifferent types of schools grammar schools (which were intended for the most academic of children), secondary technical schools (which were intended for children who were gifted in the arts, technology or crafts) and secondary modern schools (For everyone else). This became known as the tripartite system. The tripartite system did allow for a small number of schools to combine all three types of school into one Comprehensive system, however in populace this did not happen, (Francis, 1995).Pupils were assessed by a tests called the eleven plus which was administered to them at age 11years. This was a once only test after their 11th birthday. The system was intended to allocate pupils to the schools best suited to their abilities and aptitude s. However increasingly there were many criticisms directed at this system. For instance, the once only test firm a childs future, the late developers, or children who were ill on the day, children with dyslexia or social problems were expected to achieve the same as any other child. It was almost certainly true that the test which was given by more or less exclusively middle class teachers was diagonal towards middle class children, for example it might ask a question which related to classical composers, something a middle class child would be more likely to answer right than a working class child, (Moore,1996).The intention had been that there would be parity of esteem between the three types of school, with none holding a more prestigious position than the other two. However, there were often only two types of school available in practice, those pupils classed as Technical were denied the opportunity to attend thirdhand Technical schools as very few were built. As a result Te chnical children went to Secondary Modern schools, (Elder, 1965). It was official policy to mark down female scores, so girls on the borderline of the academic threshold were denied a Grammar school education just because of their gender which resulted in them going to Secondary Moderns, (Deem, 1981). In effect, these meant that it became a one opportunity to pass or fail the eleven plus. Those who passed were minded(p) the opportunity to attend Grammar schools, those who failed would be forced to attend Secondary Moderns, (Hendrick, 1997). eventually the result that vast majority of children went to Secondary Modern schools, (around seventy percent), and only about five percent were accepted into Secondary Technical schools.Consequently the majority of children were automatically considered to havefailed the eleven plus, (Simon, 1986). Middle class children certainly derived the most benefit out of the tripartite system, and this was directly at the set down of the working class . Children from middle class homes were more likely to be think to achieve within education, (Tomlinson, 1991). Middle class children were taught and tested by by and large middle class teachers which asked questions about experiences they were familiar with, (Welford, 1968). Working class children, in particular experienced the democratic prejudice that has more recently been a major criticism of the New Academy school system.For instance the eleven plus was seen as culturally biased towards the middle class questions related to table place settings for example, something a middle class child would be more likely to be aware of than a working class child, (Marwick, 2003). Children attending the Secondary modern schools were not intended to achieve academic success or enter into the professions. plans were developed out of the interests of local employers, such as manufacturers and agriculture and consequently taught subjects with a practical dimension. As there was no external ex aminations to be taken at the end of the pupils education and pupils were not under pressure to achieve, (Heath, 1984). There was a possibility of staying on for a further year and in the mid-fifties there was a growing tendency to do so.Those who continued into the 5th year could sit the General Certificate of Education (GCE) and a very small number did continue on to Higher education and the professions, (Little & Westergaard 1964). However this system did change things for many school children. It ensured secondary education was free for all and one of the results of the Act was to educate and mobilise women and the working class for the first time ever (Thompson, 2000). The three-way System was abolished by the new Labour government of 1974 and The 1976 Education Act finally ended any selection of pupils by ability thus officially ending the Tripartite System, (Aldrich, 2002). Although certainly there are a small number of Grammar schools who continue to operate and continue to select based entirely on ability.This is in part due to The Thatcher government allowing selection once again in 1979, and it was used increasingly by individual schools eager to choosethe best pupils, (Chitty, 1989). In 1986 the first city Technology Colleges were proposed, arguably inspired by the Technical schools. Although currently there have no further attempts made to restore the Tripartite System, the perceived failure of the Comprehensive System gave New Labour and currently the Coalition Government the impetus to propose beacon light Schools, Advanced Schools and an escalator or ladder of schools, (Brighouse, 2003). So will the new school systems create disparity? Certainly for pupils attending Academies do appear to gain much more from their state school counterparts often built in brand new or newly renovated buildings, with smart new uniforms, lots of facilities and the best, most engaged and most highly paid teachers, (Gewirtz, 2009).As was discussed earlier, there h as been a move by the Coalition Government to increase professional standing amongst teachers, by only allowing those with a first class honours degree to even enter the profession, (education.gov.uk, 2012). As a instant these young teachers will obviously be sought after and will be attracted to the schools that pay the most, (Avis, 2011). Clearly Academy Schools, who can set their own pay scales, are more likely to attract the best educated teachers, (Lupton, 2011). So what of the rest? Michael Gove has often made the link between non-academy schools and failure. Immediately thrusting these children in a position of being compose off as no hopers and failures destined to a life of being a NEET or ending up in youth custody, (politics.co.uk, 212).Will these children in the future, become the rest who under the tri-partite system ended up in secondary modern schools, those who were never quite good lavish to meet the standards for a grammar school education? In April 2012, the Na tional acquaintance of Schoolmasters Union of Women Teachers union (NASUWT) meeting for its annual conference voiced concerns that academies will be used to dismantle national teachers pay agreements and will attack the stability of existing state schools, (bbc.co.uk, 2012). Michael Gove has also suggested that organisations of individuals who oppose the changes in the school systems are, happy with failure, (bbc.co.uk, 2012). However in fact, the Academy school system itself has not produced the outstanding educational results expected, (Barker,2012 ). Barker (2012) stated that the changes in the school systemwere more likely to, provoke a crisis than to sustain the last governments drive for improved authorization.There have also been other anxieties voiced by individuals, such as the celebrity chef, Jamie Oliver who accused the Government of attempting to make profits from school children by de-regulating school meals and allowing schools to utilise private companies and his bi ggest worry, fast food outlets to provide meals for school children, (bbc.co.uk, 2010). For British society to compete in the Global market place, it has to continue to educate its young people. The get together Kingdom (UK) can no longer rely on its manufacturing base or the products of commonwealth nations. In the future the UKs most saleable commodity will be its knowledge. Any Government will need to invest in its young people, encouraging in them a desire to learn and stimulate participation. The UKs current market is dominated by financial services, especially in banking and insurance. For these services to continue to maintain the prestigious place they hold globally they must supported by continued innovation from information technology, architecture, science and the arts. However education is vital not just for the contributions the next generation will provide in creating wealth but as a part of human life in of itself.The importance of education to children and to Britis h life is beyond question. It therefore should continue to attract the highest levels of investment from Government. Governments led by individuals who most understand what it means to teach children teachers. Teachers should be the ones to set standards, not big businesses. Children should be encouraged to participate because school is a place where they can feel valued and happy. Schools should ensure safety, not just within buildings or against school bullies but free from the influence of market forces. Governments should encourage parity across all schools and not attempt to make links between certain types of school and failure. The tripartite system benefitted one group of children with the exclusion all others. 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