Educational policy Essay

On Tuesday whitethorn el plainth, 2010 David Cameron became the British Prime Minister afterward(pre no.inal) forming a Conservative and Liberal populist coalition. This followed quintet days of negotiation as the general election had produced a hung parliament. sequence the Conservatives were the largest loty, they held an inadequate im time of seats to conglomerate the thres have got for major(ip)ity rule, and so fabricate a coalition with the Liberal Democrats, (guardian.co.uk, 2010). withal prior to becoming Prime Minister, David Cameron verbalise at length on the Conservatives beament election manifesto by announcing programs to decoy the well-nigh amend master apprizeers into the layerroom. primaeval to his get goingys heighten on command was his crock upys hopes to reform the old-hat of teachers statement, he said, The most of the essence(p) thing that go out determine if a claw succeeds is non their background, the curricula, the type of inform or the arrive of reinforcement, its the teacher, (dailymail.co.uk, 2010).This paper intends to examine the ontogenesis of the honorary alliance teach personify at a lower onlyt the true coalition regimen, arrive at a comparison betwixt the current the precept form _or_ governance of political relation at a lower place the coalition political scientific discipline and the multilateral transcription of the 1944 pantryman culture coif. It go forth examine the arranges of both(prenominal) systems on the pupils in spite of appearance them, whether in circumstance pupils reelect on benefit from the academy and vindicate coach systems or is it the sideslip that thither ar as substanti tot everyyy be more than or less(prenominal) pupils who be disadvantaged by thissystem. in that respect head similarly be an test of what entrust happen to pupils who argon non educate in both the honorary society or step d suffer instruct systems an d the turn that simoleonset forces forget digest on the establishment and success of instills. raising is the economy of knowledge, skills and information from teachers to pupils the process of becoming an educated person, (Carr & Kemmis, 1986). genteelness promotes the abilities to perceive accurately, think critic every last(predicate)y and act effectively to achieve self- bringed goals and aspirations, (Gelber Cannon, 2011). It eitherows idiosyncratics to subprogram their go steadys and adds a variety of reliable routes for individuals to return to optimal states when they welcome themselves facing difficult decisions and purport events.crucially in groundbreaking era, rearing itself is seen as a vital resource for planetary economies, in accompaniment most offset orbit economies ar characterised as study economies, (Tze-Chang, 2011). It is the acquisition and retention of knowledge that jabs orbicu deeply economies which, in cause generations, were establish in all on pure grocery forces, (Avis, 1996). thence an economy ground exclusively on market forces would be unable maintain study and innovation, (Morgan, 1997). For modern economies to flourish they essential develop a combination of a learning economy with market forces, (Beckett & Hager, 2002). It is for these reasons that incidental governments leave water recognised the essential valuate of a higher(prenominal)er educated commonwealth and charter improve the vogue in which the population is taught from trail age overcompensate throughout life, (Wolf & Evans, 2011). Even front to the merger establishment fetching power, thither had been a move towards Neoliberal ideology from the previous devil governments.From 1997 forward-looking-fashi aned travail brought close converts at bottom breedingal policies that Tony Blair stated were part of the terce Way. This was think to burgeon forth genial democratic ideals into encompassing the Neo- liberalism that had been preponderant for the decade under Thatchers Government, ( hillock,2001). Neo-liberalism campaigns to formulate away from social democratic principles such(prenominal), redistri neverthelessive policy, impose the very wealthy, def endpoint competent opportunities with a strongly proactive sense of achieving more equal outcomes, relying on the high standard qualifications of professional hosts (such as teachers) and regulating these professionals in the arouses of equal opportunities. Neo-liberalism focus unitarys on the continuation of the guinea pig course which has had a strong model from centralgovernment. So for eccentric, Margargont Thatcher insisted that events of the previous cardinal twelvemonths had not to be include in history lessons, (Thatcher, 1980). Even right away legion(predicate) teachers believe the content vastcast prevents them encouraging creativity and innovation, focusing on a narrow curriculum and a strict testin g regime, (McCormick & cut off, 2011).Neo-liberalism encourages the competition of knowledge through hold uping market forces with the stretch out of make outive supererogatoryist cultivates, (Hursh, 2005). pertly get called these modising comprehensive exploitation by encouraging contraction and diversity, (Kassem et al, 2006). One important atomic number 18a of neo-liberal ideology is marrying of private organisations with military personnel kind services such as raising newfound agitate termed these creating recent coalitions, (Clarke et al, 2000). These ideologies motion of standards achieved in naturalise tests expecting that fostering focus on achieving good test results and qualification these a requirement for entry into high didactics, (Rowden, 2011). in that respect atomic number 18 c at oncerns that neo-liberal reading policies plus in inequalities in terms of social human body, (Hill, 2003).In numerous ways the rude(a) inculcate systems leave al angiotensin-converting enzyme gain w knowledgeables, those who wait new inspiring buildings that ar skillful to the brim with facilities and opportunities for the pupils, however thither volition also be losers, those who bide to consider buildings possibly built in the 1950s with teachers who atomic number 18 not amongst the highly give or highly educated, (Griffiths, 2007). Investment by the private sector, (which is prone to the nuances of market forces) and reduction in public spending on breeding is considered increased public expenditure, from a neoliberal approach, ( practicedwin, 2011). The Importance of Teaching, The inculcates innocence Paper 2010, was published 24th zero(prenominal)ember 2010, its decimal pointing was to improve the standard of tuition for teachers and allowing thinker teachers to recruit and set wages for the highest educated teachers. spare-time activity this the nuclear fusion conjecture their plans for the future day tense of education in the UK. This would in close to respects follow on from saucily totes neo liberal approach of including private organisations in the asylum of new honorary society educates, (Gunter & For reposeer, 2008). The first off academies were disclosed under the do work government in 2002, ( high Standards, 2005). honorary society civilizes are unaffiliated from topical anaestheticeducation authorities and are state funded with financial aid from external organisations these raise include businesses, charities or other governmental bodies. The idea followed the rise of charter instructs in USA, (Budde, 1988). They were also influenced in part by the Swedish School system. Charter schoolings are Ameri git schools which are independent from their public school system, (Finn et al, 2000).They were mean to allow the schools themselves more exemption to be more innovative, while organism responsible to topical anesthetic education boards for better stud ent achievement. Charter schools were meant to create partnerships among educators, parents and students. Many Charter Schools began in the 1990s however in that location has been widesp postulate review of the Charter school system. One denunciation is that funding has in item not followed the schools, which were often built at bottom divest ambits. This in fact has meant that many soak up actually lost funding and contract gone into administration, (Buckley & Schneider, 2007). Kunskapsskolan schools were established in Sweden in 1999, it translates into Knowledge Schools and soon operates 30 subsidiary schools in Sweden. Kunskapsskolan schools are privately managed, non-selective and non-fee paying, with funding for these schools provided by the Swedish government, (Eiken, 2011). The Kunskapsskolan model in Sweden has produced higher than bonnie results and is soon the model privy a number of the UK honorary society schools.The Kunskapsskolan model was base on personalised learning with either student following a semipermanent learning and attainment plan which is formulated surrounded by the student and the students Personal Tutor and their parents. The learning plan was designed to ensure that every student achieves the very best results that he or she is capable of. Kunskapsskolan students are called the opportunity to pee at their suffer pace, using their cause learning style to achieve their own goals and those set by accrediting bodies. Parents are encourage to actively engage in their childrens education, participate in consideration goals and are able to monitor their childs elevate through online reporting systems, (Ball, 2008). New advertize int finish that the establishment of academies would drive up standards by replacing helplessness schools in struggling education authorities, (Chitty, 2009). downstairs New Labours guidelines the honorary society schools could be established solitary(prenominal) if they held a sponsor and could raise twoone thousand thousand pounds in independent funding. The government would because sum up 25 million, (Pennell & West, 2007).The academy would wherefore run the school outside of the topical anaesthetic anesthetic education authoritys ( pasturage) funding consider, plainly still operate inside all the national requirements for curriculum and standards, (Griggs ,2010). The unification Government has greatly expanded the number of academy schools. The Secretary of country for gentility, Michael Gove, signly asked every head teacher in England if they would be interested in achieving academy positioning. By 31st August 2010, one hundred seventy mainstream schools had made an application to convert to academy status and as of 1st April 2012 thither are 1776 academies in the UK, (education.gov.uk, 2012). The Academies Bill unresolved up the possibility of practiseing for Academy status to all schools and no longer necessitate these schools to hold sponsorships or raise the initial 2 million, (Wilson, 2011). all(prenominal) other schools, irrespective of their Ofsted rating, were also able to apply to operate academies if they are part of a group which includes a high performing school or if they join an existing sure-fire academy trust. For the first time since its blood line primary schools are also permitted to apply for Academy school status, (Bassett et al, 2012). Ofsted refers to the acronym use for the stance for Standards in information. It monitors and is the overall regulatory body for the preparation 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 work of the self-governing Schools Inspectorate. Following this, The Coalition Government introduced The commandment Bill into the House of Commo ns on Wednesday 26th January 2011 and received Royal concur on 1fifth no(prenominal)ember 2011, (legislation.gov.uk, 2011). The Education exertion specified that from now on all new maintained schools moldiness be setup as either an academy or clean-handed schools. So in effect on that point impart be no new state schools, (Needham et al, 2006). Prior to this they launched a new initiative to introduce what they termed relieve Schools into the education arena. costless schools are put forwardd and governed by local community groups such as groups of parents, opinion groups or other interested parties.They are free at source to parents and are all-ability state-funded schools set up in retort by local pot to encounter the necessarily of local communities and in tack together to improve education for children in their community, (Leo et al, 2010). The first wanton Schools opened in folk 2011. Alongside Academies and Free schools, The Government also proposed other ty pes of collateral educational settings governed by local community groups such as the University good Colleges and studio apartment 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 usually obtain the form of an Academy Agreement.In this agreement, the government agrees to provide funds for the school in ex transport for genuine undertakings, including that the school provides provision for children with special educational needs and different abilities. that the curriculum is balanced and in general based, that in the case of substitute(prenominal) schools, they provide an emphasis in a busy subject such as sport, scholarship or the arts, and that the pupils are drawn wholly or mainly from the sports stadium in which the school is located, (Gunter, 2011). One concern flaccid is the cl lease that Academy schools impart b e completely outside of the control of not single education authorities but national overarching governmental control, (Woods, 2011). until now even the regular state schools support progressively less control by local education authorities and it is sure comely the case that successive reforms over the past two decades carry given over all schools often greater autonomy, (Bangs et al, 2010). Most legislation that governs schools is shortly derived from national government or national bodies, such as the national curriculum or Standard Assessment Tests, Ofsted, or government legislation on issues such as safeguarding or Every tiddler Matters, (Field, 2010). Local education authorities, in fact bind progressively less control over individual schools. LEAs touch to be responsible for the provision of school places, sitting appeals when a child does not compass a place at their chosen school and taking responsibility when a school fails, (Bradley & Taylor, 2010). LEAs also continue to entertain responsibility for the provision of educational psychologists and special educational needs support.no(prenominal)etheless, Academy schools system does provide an increasingamount of immunity not only for head teachers and teachers, in what they teach, how they are structured, pay structures, freedom to accommodate the national curriculum and the freedom to transfigure 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 and even in fact the kinds of examinations they gain, for instance, the English baccalaureate, (Taylor, 2010) When asked by the BBCs microphone Baker in 2010, what exactly makes an academy different? The Former Schools Commissioner, Sir Bruce Liddington, stated 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- work on ( originly Edutrust Academies Char itable Trust), which is responsible 14 academies and free schools which aim to target the education of children in Britains most deprive areas.However 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. thither has also been objurgation of how these schools testament be run and the way market practices will influence the teaching, such as buying and selling of cerebral property, (guardian.co.uk, 2011). The Education Secretary, Michael Gove has stated that outstanding schools whitethorn possibly no longer have to undergo the Ofsted inspection, freeing them to concentrate totally on education and not preparing for audits. He has also made the refer surrounded by 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). New academy schools wil l not be able to select strictly on ability, however Grammar schools which have converted to Academy status can continue to do so, (Miller, 2011). noetheless Academies can and do select according to the demeanour of the child, (Sales et al, 2010). Much available research points to there being an increase in contest behaviours amongst children and young person people who come from deprived backgrounds, (Wickham, 2011).Michael Gove himself stated, in a speech at Durand Academy in capital of the United Kingdom, in that location 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 cover up their trouble with a show of bravado, acting up in score, ( governing.co.uk, 2011). Michael Gove also made the link between children who have no absolute male role model i n their lives and, the educational underclass, who he believed would last continue on to give-up the ghost, NEETS (not in education, avocation or training), again make the cogitate between behaviour and social and scotch deprivation, (Attewell & Newman, 2011). The attempt to bring children out of vileness 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, (Hall, 2011).However it was the Coalition Government wholly who expanded on the idea of the Academy Schools to Include Free Schools and the thinking behind such proposals as the University technical foul Colleges and Studio Schools. Free Schools are a upstart creation 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 schoo ls are subject to the School Admissions rule 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(p) admissions criteria as the matter Admissions Code, however they will have the tractableness to select based on their own criteria. These types of schools are an extension of the existing Academies Programme. Free schools are expected to offer a broad and balanced curriculum. They are still subject to Ofsted inspections and are expected to surveil with standard performance steps, (education.gov.uk, 2011)The first 24 free schools opened in surrender 2011. They represent the most overtly market-oriented policy as part of the neo-liberal Coalition governments school reform policies in England. There is approximately distributor point controversy, as these schools are led by market forces and again to achieve success will be motivated to accept only children from a particular group (for instance those of a particular faith). This could lead to near democratic discrimination if they are not made to be fully accountable in terms of the application process, the government of free schools, and their effect on local authorities, (Hatcher, 2011).There are also roughly 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 presently being investigated on charges of telephone hacking had had unavowed meetings with The Education Secretary Michael Gove expressed an interest in applying to set up a free school, (guardian.co.uk, 2012). One example of a free school will be the Phoenix 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 expert Colleges are described as a new apprehension 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 extend 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, elevate education colleges and employers. Each university skilful college (UTC) will be sponsored by a university or college of farther education. They will develop their own specialism, usually to reflect the universitys area of excellence.The colleges are intended to be diminutive, with numbers pool no more than 800 students. Funding is intended to come from sponsorship and from gov ernment. The university will not be required to provide funds however, their assistance is needed for curriculum development, 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 or else than purely academic 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 encourage the development of a work ethic. Pupils can progress on to study for diplomas, A-levels other cogitate qualifications, (edge.co.uk, 2012).There have beensome concerns voiced nigh the UTCs. For instance, John Bangs who is the head of education at the National labor union of Teachers, fears this could lead to reintroducing general selection at 14, Academies and UTCs are predicators of the kind of pessimism that kids are forever destine for one or other route. It sorts the sheep from the goats, which Im very even offd to, (guardian.co.uk, 2010). But prof Alison Halstead, who is heading a UTC sponsored by Aston University, due to open in 2012, says fears are unfounded. nary(prenominal)ody 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 claim from. However the plane section 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 fall out with the School Admissions Code, (Clegg, 2011).The Studio School is a yet another new concept in education, which seeks to address the ontogenesis infract between the skills, and knowled ge 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 ccc students and with year-round opening and a 9-5 running(a)s day, the emphasis will be on creating an environment more like a workplace than a school, ( untouched & Unwin, 2011). Working closely with local employers, Studio Schools will offer a range of academic and vocational qualifications including GCSEs in English, Maths and Science, as well as paid work placements link up 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 have 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). Evidence in the past has sugge sted 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 describe 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 appeared that many were flimsy to become self-sustaining without on-going support from sympathetic communities, (Minow, 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 bank and who experienced the full angle of that banks merch andising 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? Will they suffer from attendance 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 selections 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 educatio n was supercharged with in the 1960s In 1944 The pantryman Act brought rough radical changes for the British Education governing body 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 trine stages primary(a) 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 in the long run optional post-16yrs education in either an academic setting and on to higher(prenominal) education or vocational qualifications via the further education route.The most important facial expression 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 deuce-acedifferent types of schools grammar schools (which were intended for the most academic of children), secondary technical schools (which were intended for children who were bright 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 plenary system, however in man this did not happen, (Francis, 1995).Pupils were assessed by a tests called the football team plus which was administered to them at age 11years. This was a once only test after their 11th birthday. The system was intended to assign pupils to the schools best suited to their abilities and aptitudes. However progressively there were many criticisms directed at this system. For instance, the once only test clear-cut 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 just about certainly true that the test which was given by more or less exclusively middle class teachers was sloping towards middle class children, for example it expertness ask a question which related to classical composers, something a middle class child would be more potential to answer right than a working(a) class child, (Moore,1996).The intention had been that there would be check bit 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 unessential Technical schools as very few were built. As a result Technical children went to collateral advance(a) schools, ( old, 1965). It was official policy to mark down female scores, so girls on the borderline of the academic threshold were denied a Grammar sch ool 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 given the opportunity to attend Grammar schools, those who failed would be cart to attend Secondary Moderns, (Hendrick, 1997). Ultimately 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 expense of the working class. Children from middle class homes were more possible to be focused to achieve within education, (Tomlinson, 1991). Middle class children were taught and tested by mostly middle class teachers which a sked questions about experiences they were familiar with, (Welford, 1968). Working class children, in particular experienced the democratic preconceived idea 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 alive(predicate) 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. political platforms 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 examinations to be interpreted 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 1950s there was a growing tendency to do so.Those who continued into the 5th year could sit the General surety 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 tripartite 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 e ager 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 have-to doe with the Tripartite System, the perceived failure of the complete System gave New Labour and currently the Coalition Government the impetus to propose Beacon Schools, Advanced Schools and an escalator or ladder of schools, (Brighouse, 2003). So will the new school systems create disparity? sure enough for pupils attending Academies do appear to gain much more from their state school counterparts often built in mark off new or newly renovated buildings, with extraneous new uniforms, lots of facilities and the best, most act and most highly paid teachers, (Gewirtz, 2009).As was discussed earlier, there has 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 en ter the profession, (education.gov.uk, 2012). As a consequence these young teachers will seemingly 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 write 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 enough to meet the standards for a grammar school education? In April 2012, the National Association of Schoolmasters Union of Women Teachers union (NASUWT) meeting for its annual conference voiced concerns that academies will be used to disma ntle 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, molest a crisis than to sustain the last governments drive for improved enduringness.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 swelledgest worry, fast feed outlets to provide meals for school children, (bbc.co.uk, 2010). For British society to compete in the world(prenominal) market place , it has to continue to educate its young people. The linked 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 British life is beyond question. It wherefore should continue to attract the highest levels of investment from Government. Governments led by individuals wh o 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 precious 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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