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Posts Tagged ‘Equality of Opportunity’

Idealism has given young people unattainable expectations within a land of the financially enslaved, where unhappiness is enhanced at a push-button rate

January 11, 2018 Leave a comment

download (13)Verbal head scratching has for many months dominated the media, as our influencers and opinion writers try to come to terms with what really happened for the Labour Party at last Summers General Election.

Of course, the perplexity doesn’t stop there. Somewhere in an office near the Palace of Westminster, a Conservative Party which looks rudderless and without any sincere intention, is desperate to emulate a link with our Nation’s young people; one which appeareances tell them only Jeremy Corbyn could invent.

That people of any age can be intoxicated by drink, drugs, or by the romanticism of the political ideal that everybody should be treated in a same-size-fits-all category is nothing new. Joining a group to further the interests of ourselves is after all hardly something new. Yet the motivation for doing so for each of us will never be exactly the same.

Sadly, politics in the UK has been without real substance for a long time. Policy is made reactively in a very focused way. It does little more than address the effects of issues, rather than going any great distance towards tackling the causes themselves.

Against such a backdrop as this, it has become very easy for politicians to make hollow promises. Corbyn’s soon rescinded promise over scrapping tuition fees for university students was clearly one such gesture. But a population which has been conditioned to believe that we can trust in our leaders and political parties without question simply doesn’t look beyond the words as they are heard – whether it considers itself to be left, right, leave or remain.

Labour’s vote winning stunt is pertinent not because it is political or because it appears to have worked as it was intended. It is illustrative of the complexity of this real problem because it highlights the presence of many questions that politicians should not only be asking – but also answering. Questions about why the various experiences of the politically disenfranchised are now being so well exemplified by the experience of the young.

Higher Education is just one area affecting real lives which has seen its value overturned, whilst giving the surface deep appearance and sense of even greater opportunity being presented to all.

Young people are being actively encouraged to commit themselves to lifetime borrowing to take a wide range of degrees which themselves are increasingly considered by industry to be worthless in terms of the skills that they teach. The students themselves understandably believing that they will automatically find themselves within a glittering career just as soon as they leave full time education.

The commercialisation of the higher education sector has added to the problem considerably. The priority of what at one time would have been arguably some of the best academic tuition available in the world, having now been shifted from the quality of teaching itself, to the accumulation of profit and nothing else. The recent cases of outrageous pay for university leaders is all you will need to read.

Whichever way you look at it, the emphasis is about money. And the experience of education is just where this process begins.

Having been sold the faulty bill of goods which a degree education for many has now become, the opportunities to secure work which will enable young people to quickly move on without a need to go home to their parents is increasingly hard to find.

Profiteering in the housing market has made entry level purchases and tenancies impossible for many. Property prices being exponentially inflated beyond even their realistic ball-park level, with values now being pitched at the ground in the next town and probably way beyond.

The work which is available to many graduates offers career prospects way below what a degree level entrant had been taught to expect when they made their academic choice.

With the attainment of all degrees being deliberately sold to everyone as an academic elixir which will make a graduate in some way better than anyone else, it is little wonder that many see some occupations as simply being beneath them, not only as a job title itself, but in terms of the tasks they will now accept even as they are being on-the-job trained.

Effortless attainment has become the expectation of the next generation. It is backed up by an instant response culture of a click-button-world. And with media saturation reaching the point where we can perceive almost anyone as being accessible to us on our phones or in our own front room, it is little wonder that every young person who is prepared to do what they are told, expects that life will instantly reward them by appointing them as a rock star, MP or CEO.

The young and therefore all of us have been failed by the creation and propogation of a land of unattainable expectation. A fallacious future based on hollow promises, so that politicians can bathe in the glory of transient electoral and policy wins which add up to little more than pyrrhic victories.

For an entire population, a value set which reflects a practical, obtainable and satisfactory level of reality has now been denied. Aspiration has now been usurped by the need for glory and this is a prize you can only win if you make it big financially too.

Generations of politicians are responsible for this perfect storm. They represent all parties, and even those who are today continuing to perpetuate this evolution of chaos, would not recognise a pathway which for many others is already beginning to feel like doom.

The impractical idealism and romanticism of the left has created the illusion for some that a utopia exists where each of us can be equal whilst becoming a king or queen over all. This has been no less devastating than the unleashing of unregulated markets under the increasingly influential neoliberalism of the right, which demonstrates that it really is only those who have unfettred access to money who have any perceived form of real power. Very few of us believe in or have faith in the ability for us all to experience something beneficial in-between.

If government continues to do nothing to resolve this problem, we remain on target to become a Nation lost.

Yet resolution is not just as simple as the exchange of a few simple ideas.

After all, any person who would just like to live a simple lifestyle, without money, is in a position where they simply cannot.

 

image thanks to unknown

Using money to thwart democracy is dictatorship wearing different clothes

January 26, 2017 1 comment

gina-millerInequality is a current and far reaching issue in the UK today. The difference between rich and poor, the educated elite and those with ‘poor education’ or the 1% and the rest are topics which are never far from the news, even if they are presented in an indirect but nonetheless similar way.

Whilst it would now be easy to challenge any portrayal of imbalance within ‘normal’ life across in the media, the fact remains that wealth, education, housing, employment, healthcare and the opportunities to access just about every method of support which can make a difference to any one persons quality or experience of life is not available to each and every one of us in exactly the same way. The same opportunities are not given to everyone, and however unacceptable or unpalatable this may seem, it remains an almost universal fact.

The social disparity which people experience today is sadly just an evolution of a problem which has been consistent throughout history, albeit at varying levels and presented in terms which have been contemporary for the times.

Beyond birth and death, our shared reality offers no genuine equality between any two people.

Whilst the rights lobby and so-called ‘progressives’ are unlikely to agree, human experience and free will render the possibility of true equality obsolete.

Democracy and the process of giving everyone within a community the same choices – even within the framework of restrictions which is imposed, is likely to be one of the most equal of opportunities which are the same for everyone. Whatever somebody’s background, address, bank balance or work status, they equate to the very same thing when it comes to placing a voting slip in the ballot box. We are conditioned to expect the same of the Law in this Country too.

The relationship between democracy and Law is all too easily overlooked. This has been alarmingly well illustrated by the decision on triggering Article 50 by the Supreme Court.

In the UK today, democracy franchises the Law. Yet the Law has now inadvertently been used to franchise an alternative to democracy; one which is being facilitated by money, which has been supplied by just a few people who have the financial means to manipulate a process which places emphasis upon technical truths, in order to promote and deliver upon their own view.

Dress it up in whichever way you like, by challenging the instruction which the result of the European Referendum provided, those who funded the Court action against the Government have used independent means to frustrate democratic process. They have successfully played the process of Law against the very people it is there to consider, to support and intended to represent above any private interest.

In this light, we can clearly observe the relationship between wealth and influence. Money is power and the injustice that befalls far too many everyday people, simply because the views of the few who have sufficient wealth to facilitate a decision which frustrates the will of the many is very frightening indeed.

At best, it appears that money can now be openly used to manipulate the result of a democratic process which will effect the lives and future of everyone in the Country.

If such ignorance of the majority view were to be as blatantly replicated by a handful of politicians or the prime minister who leads our Government by misusing their power – no matter how valid they believe their own argument to be, we would be justified in using terms to describe such behaviour as being akin to dictatorship.

The question we should all perhaps now be asking is what is the difference here and perhaps where else is this approach being used?

image thanks to telegraph.co.uk

Education is currently failing the UK because the system we have in place today is based on the flawed idea that Equality is about sameness. True Equality comes with acceptance of the real differences that exist between us and in giving each and every one of us the best shot possible…

December 17, 2013 Leave a comment

images (2)Equality is one of the greatest aims for any Country to have, whilst perhaps one of the most misinterpreted and therefore destructive concepts that that the UK has embraced.

Negative forms of discrimination have made many thinkers believe that the solution comes in the form of their positive counterparts. Yet the point has been severely missed that prejudicial forms of discrimination always relate to a form of favouritism or bias as a flipside on the other, and that this inevitable partnership necessarily follows wherever a form of positive discrimination may be used.

Just as racism and colour prejudice, sexism, discrimination against the elderly or disabled have and arguably in some cases continue to been a problem for many, giving special treatment or creating favourable circumstances for specific or what some prefer to call ‘underrepresented groups’ can be equally destructive and in some cases will actually affect many more, through little more than a legitimised form of disadvantage which many are simply too afraid to even talk about.

Social engineering is nothing new. But the silent subjugation which hides beneath the velvet glove of political correctness and an often misguided war for equalities is something entirely different. It now risks the identity of culture which has been at the heart of British life for many generations and which arguably kept us at the forefront of world industry, science and learning well in to the 20th Century.

Of all the parts of life where we should be getting the fight for the equality of opportunity ‘right’, Education is probably the most essential, because of the key role that it plays for individuals, communities, industries and therefore the evolution of our entire culture – en-masse.

But at some point, somebody somewhere confused practicality with idealism. They exchanged the reality that being fair to everyone by giving them the educational opportunities that most fit individual need will give us all the best start in life, with the idealist view that putting everyone in the same environment and using the same forms of education, would somehow lead to everyone turning out the same.

It doesn’t. And the reason it doesn’t is because the only difference that should matter when it comes to education is that whatever the circumstances or how we are physically perceived by others, we are all different and we all learn differently.

So no matter what background we come from; whether we are rich or poor; black or white; male or female; able bodied or disabled, we all accumulate knowledge in different ways and will only achieve the very best that we as individuals can, if diversity within educational opportunities matches the diversity that exists with learning ability and indeed counters the factors which are external to learning but upon which learning and the ability to learn have been for too long so foolishly placed.

Whilst ‘dumbing-down’ or developing an educational standard based upon little more than ‘the lowest common denominator’ fills those who abhor anything even perceptively elitist in nature with complete joy, lowering academic standards for the more-academically-inclined simply reduces the numbers of those who would otherwise excel and therefore contribute differently and arguably more greatly to our society as a whole.

However, the real tragedy in all this is based upon all those who are not academically attuned at school age. Many who are unequipped to rise to such theoretical standard, perhaps because of nothing more than circumstances in their lives. Many, who just need their learning to be more practically and vocationally inclined – perhaps only at that time.

We all lose from the approach that has been adopted, as what is in effect manifest ignorance of those whose ability lies not with their heads but with their hands, is or has created a lost generation which unwittingly and in most cases unwillingly lend themselves to many of the welfare, benefits and crime statistics that so many of us know to be so wrong, but have to accept as being just the way that it is.

The lack of foresight and basic understanding of our fellow man that has led these socialist agendas which have pursued this ideology of everyone being the same, are not only destroying the lives and future chances of individuals who could make a considerable contribution to our society – were they given the fullest opportunity to do so; they are contributing to the creation an entire sub-culture of socially disadvantaged, socially inept and socially immobile people who are blighted by the media propagated caricatures that have been landed upon them by the same libertarian and quixotic idealists who inadvertently put those same people there.

Glorification of celebrity, fame, sensationalism and money have led many of us to forget that the very basic forms of all occupations are about us; about life; about putting food on the table; about being healthy; about being happy; about getting us where we need to go. Our values have somehow gone wrong and we have forgotten that every job or occupation is important and that we should all value them as such for the contribution that they make in our lives and the value that they bring to our society.

The ironies of this saga do not stop there. If we continue to flat-line the contribution that we make to the opportunities we give to the up-and-coming generations in the form of free education, the best opportunities really will be left as the preserve of the financially rich who can arguably afford a tailored level of education for their children which simply becomes unavailable anywhere else. If you are of those who think that Politics is skewed in favour of a privately educated elite right now, look what could soon begin to follow in the not too distant future.

Both socialism and liberalism as they exist are flawed. They are little more than idealistic philosophies that make no allowance for the realities of cause and effect, and if we don’t address this failure to address the need for balance in every aspect of life and policy that Government touches soon, the results simply do not bear thinking about.

The role that education plays in all our lives and how it reaches and extends into all parts of our culture, make it probably the very best place to start in addressing what could easily be called the regressive steps that the drive for ill-considered forms of equality have so far engineered.

Every part of the education system needs reform, which will only be controversial for those who continue to put their own ideas first, above the needs and requirements of others. Perhaps we could:

Reintroduce Grammar Schools in every District: The pathway of education for children to which so many parents aspire, Grammar Schools offer a benchmark in education and discipline that it has become unfashionable to appreciate vocally. This social anathema should be dispelled for the foolishness that it is and the opportunity should exist for all academically able children to gain a place at a Grammar School if they can attain the examination standards required and do not have alternative means to access a like-for-like education.

Reintroduce the 11+: With Numeracy and Literacy Skills at a low point, we simply must return to an acceptable level of basic education at this key age so that children are equipped to engage fully during adolescence in our increasingly information-based age, and employers can be sure that young people can not only understand, but also be understood. (Please follow this link for an insight on the 11+.)

Reintroduce real and vocationally based Apprenticeships at 14: Probably the most vital step that needs to be taken is to recognise that not all children are academically inclined and that the system today is failing too many young people because it has not nurtured them in a way which fits their learning processes. In simple terms, children are usually ‘head or hands’ and therefore more theoretically or practically able in their learning processes. In isolation, neither of these qualities is a sign of intelligence, yet children who simply aren’t academically able to make the best of the school environment are all too often considered disruptive and can of course be an unnecessary distraction for those who are suited to school learning. As we grow older, we can all appreciate how little we knew but how much we thought we knew when we were in our teens and providing a stewarded environment from 14 for young people who are better suited to life outside the academic environment would give them the opportunity to take guided steps into the adult world, whilst earning an appropriate level of pay and giving a staffing option to commerce and industry that could make a significant difference to business. Either subsidising roles or supporting complimentary training courses at Tertiary Colleges could still deliver a saving in real terms, whilst providing an investment in the individual, taking them off the streets, whilst supporting British industry with a potentially parallel vocational route to age 21 that would more than adequately make up in time-served experience and the hands-on accumulation of skills for life what academically biased young people gain via a complete route of full-time education.

Reintroduce National Service: With a break or shorter form of Apprenticeship, those young people taking the vocational route could perhaps choose to finish their training in the Armed Services from 18-21, with the option being there as a requirement to attend for all young people not being in education or Apprenticed vocational training between those ages. Those ‘finishing’ training could bring skills from industry that the armed services need at a time that a pool of such experience could be highly beneficial. Either way and however those young people came to join, there is no question that a military grounding would provide a sense of value and self-worth for people who might otherwise never receive it. Such a pathway could open the door either to an extended military career or to the motivation and direction to move forward and make the best of the other opportunities that are on offer to those who value themselves and what they will inevitably gain to do it.

Return to more challenging forms of Exams at 16 and 18: The earlier part of this Coalition Government saw a series of attempts by Education Secretary Michael Gove to reform exams and return to the former O’ Level and A ‘Level or Baccalaureate standards. It’s a desperate shame that he was prevented from doing so as the realities of the flaws in our Education system would quickly become evident and would perhaps highlight just how severely our children are being failed by a system which is currently geared to treating everyone as if they were exactly the same; a system that is benchmarked for its quality not by aspiration, but by the rule of the lowest common denominator. Life is by its very nature challenging and the exams that we take at 16 and 18 should genuinely represent the milestones that they are, rather than just being something that we do. If degrees are to again have the meaning to industry that they once had, it necessarily follows that these checkpoints of the educational pathway should be high on expectation too.

Restructure the way that Higher Education is funded: The Government cannot afford to fund the number of places within Higher Education that the drive to give everyone a degree has required. The fallout from this has of course been the creation of Tuition Fees which in themselves are creating lifetimes of debt for students who may have been a great deal happier taking other routes to learning. The fragility of funding streams has driven many Higher Education establishments to behave more and more like businesses as their focus moves from providing the best education for students to ensuring the survival of the organisations – and the jobs that they provide. This does not contribute to society on a wider level and the focus needs to return to providing the best Degrees possible and not necessarily the ones that generate the best fees from providing them. Bringing the return of value to pre-University level and parallel vocational forms of education would counter much of this, but as with areas such as the NHS and Local Government, there has to be a recognition of the need for overall change as part of a new bigger and reforming picture. This could realistically mean the loss of University Status or even closure for some institutions. But what was really wrong with polytechnics anyway.

Refocus on exam-based scholarship entry opportunities to all private schools for children whose families would otherwise be unable to afford them: Whilst some would happily see the demise of private schools in much the same way as Grammars have all but disappeared, Private Schools should always have their place, if nothing more than to allow those who can afford to pay the choice to do so. However, such institutions should also be available to children who would thrive with the support of such an environment and the schools themselves should be required to make a certain number of places available through exam-based scholarships each year for children who have the academic ability to meet the standards of each specific school, but would otherwise be held back by lack of financial resources.

Stop bringing the blame-claim-culture into schools and let teachers get on with educating: Parents do have a role to play too and I will not be alone in remembering the absolute horror which our parents would experience upon learning that we had been in trouble or had been reprimanded for being disruptive in school. The balance has changed and there is now an unwritten expectation that all children are perfect and that they can never be at fault. The complaints culture and accompanying insinuation that a complaint is just a step away from a claim is paralysing disciplinary standards with the creation of fear on the part of Teachers to act against unruly children who only 30 years ago would have had a string of detentions or worse from the school, along with a right good rollocking from their parents just as soon as they returned home.

Introduce standard educational apps on all electronic devices which will be used by children: Technology and the influence that it has upon us all is marching ahead at a hellish pace. Children are already using tablet computers before they can do many other things. We are currently missing the opportunity to work with manufacturers and potential sponsors to utilise these devices which immediately make fascinated children a captive audience.  The development of standard apps which can be used to develop reading, language and other skills for the benefit of children and that of the education system which will very soon follow could be immeasurable. There is no doubt that Government should be working closely with manufacturers and Companies such as Google, to develop acclimatised software which is included within the operating platform of the machines at the point of sale and makes the very best of the learning opportunity which is literally presented for them there at hand.

Education by its very nature is supposed to assist the evolution of people, rather than becoming a tool which does little more than help a society to regress. Great ideas will not help all people if they are not developed with the needs of every single person in mind and education is currently failing in the UK because the system we have in place today is based on the flawed idea that Equality is about sameness.

It’s time that we stopped trying to force people to change in ways that they simply cannot be changed; accept the good that exists in the real differences between us, and start giving each and every one of our children and young people their very best shot.

images (31)

Source of top Image unknown

Labour’s ‘jobs guarantee’ for the unemployed: Politicians should guarantee their own jobs by giving industry the policies and systems that work for business so that business itself can start working for us all.

January 4, 2013 Leave a comment

Tackling unemployment should be an issue for any Government. But Labour’s attempt at generating meaningful headlines with meaningless content will do little to reassure either business or the unemployed about what the post 2015 future may hold. It will also do little to enhance Labour’s kudos on matters of care for the elderly if they are planning even more ‘Brownite’ onslaughts upon the pension funds of those who are already working.

Subsidising low-paid jobs does little to incentivise those who have not already taken them, but does a great deal for companies who need and profit from a low-skilled workforce; staff who require minimum induction or ongoing training alongside next-to-no supervision; all packaged neatly within a low-risk environment.

People should not be fooled either by the idea that cash-strapped charities would immediately benefit from having unskilled staff delivering services which may currently be undertaken by experienced volunteers, when such staff themselves would in all likelihood require supervision at much greater cost.

Perhaps I will not be alone in seeing the irony that the only businesses which can therefore profitably gain from the implementation of these ideas are primarily the big retailers, who are already targeting such groups for their shop-floor staff pools and don’t actually need Government money to help them do so.

The retail fat-cats must surely be laughing themselves all the way to the bank as they thank the gods of democracy in anticipation of the delivery of such idiocy made manifest in political form.

Getting people of all ages into work isn’t just about job creation. It is about empowering business, education and developing skills based upon the strengths of the individual, rather than devaluing the future of a whole generation on the basis of the weaknesses of groups.

If Westminster politicians were to adopt a more reasoned and practical approach, they might conclude that tackling employment issues tomorrow might be better served by tackling the causes of unemployment today. They might also conclude that the unemployed and disenfranchised young people of today, may well become the long-term unemployed and unemployable of tomorrow. Can it really be that difficult to see how many of these issues actually roll into one when you think ahead?

As Education Secretary, Michael Gove has impressed many with his fervour to return a world-class British system of education for school-age children. But will that really go far enough if it actually happens?

Children are always different and will always react differently to education. Some work best with their heads, whilst some will always work better practically and ‘with their hands’. Any system of schooling which therefore doesn’t recognise that difference and more importantly cater for it, is going to fail many of those who might otherwise go on to succeed – especially when that difference may just have been a simple issue of age and time at individual level.

Returning to a fully parallel and universal system of academic and vocational education from the age of 14 would be akin to pushing the first domino in a whole run of social issues concerning us now and for the future – however ‘un-PC’ they may be.

Removing red tape and legislation that currently prevent businesses of all sizes from employing teenagers at realistic wages during realistic hours and within the real-world employment environment, could give non-academically inclined children the real hope of attaining like-for-like qualifications through the timed-served, rather than the academic route.

Creation of the ‘apprenticeship-degree’ would bolster the competitiveness of British Industry and business of all sizes which themselves would then be able to draw upon an affordable pool of trainees, making investment in their future entirely more feasible; whilst taking Young People off the streets, giving them value in themselves, money in their pockets and taking them away from crime which the Country can already ill-afford to tackle.

Savings to Government from no longer filling what are arguably wasted places in schools could be significant, even if some funds were then redirected to tertiary and higher education colleges which support the vocational route for many of what would be the mile-stoned route to that real and vocationally-based degree. And let’s face it, degrees need to regain the value that the one-size-fits-all mentality of the last Government did much to destroy, whilst giving all those who actually want to work the opportunity to do so.

Getting the unemployed who want to work into work will always be a job done better by employers. Politicians should guarantee their own jobs by giving industry the policies and systems that work for business so that business itself can start working for us all.

Businesses are not inherently academic, so why are degrees becoming the prerequisite skill?

Latest news suggests that without more degree level education based skills, the UK will experience an exodus of jobs overseas to emerging economies. But when we already have students doing degrees just for the sake of doing them and a basic education system which sees school-leavers failing to possess even basic literacy and numeracy skills, should we really be thinking about pushing more through a university education as the immediate priority?

Like it or not, many young people are neither cut out nor ready for an academic pathway from or even during secondary education. Simply creating more courses to include a wider selection of students is hardly the answer and is fast leading to the existence of meaningless degrees, which won’t help business, and don’t help the students themselves who these days will have had to sell their soul to get it.

One of the greater injustices of recent political times is the idea propagated by New Labour during the 1997-2010 period of Government that everyone could be the same and do the same things. Such socialist ideology permeates itself by changing – or rather levelling systems throughout society to treat everyone the same under the ideal that to do so is providing ‘equal opportunities’.  However, as we are all different – and often in ways that cannot be seen with the naked eye – this method is not only obtuse in the extreme, it has contributed to the creation of a society where younger generations are becoming lazy and without ambition. When you add to this the burden of taxation which is placed upon higher wage earners for daring to do well and the resentment they experience if they do so, neither do you leave in place any real motivation to be any different or encourage the social mobility that the same idealist meddlers suggest to be a milestone of progress.

The good behind many ideas, policies and concepts is often lost when change is enacted simply for the sake of change and this is no less so within education as elsewhere. Whilst the technology age has altered the requirements for skills throughout the industries, the historic format of leaving school at 14 and becoming ‘apprenticed’ was a much better way to foster learning in those who were more ‘hands than head’ at the time, and could as such provide lessons in forming the basis of a very radical and effective way to change the way that we develop our National skills base for business and industry.

Why not:

  • Remove the burdens of red tape which govern the working environment for younger people.
  • Develop an effective subsidy allocation and training scheme to assist participant businesses to replace unused school places, ‘young to work’ schemes and unemployment benefits.
  • Give business a cost-effective motivation to support vocational or ‘on-the-job’ training for 14-21 year olds who in that time, may well have attained the equivalent of academic training in parallel skills and real-world experience, which may in fact have far more use to companies than ‘green’ graduates who refuse to stuff envelopes because they have a degree.

Business can only get the best from employees if they have been nurtured within a system which allows and encourages them to be their best – in whatever way that may be. Even the suggestion that you must have a degree level education to make an effective contribution is not only short sighted; it fails to recognise that a true acceptance of diversity goes way beyond embracing race, impairment, sexuality, location or social group and that each pathway to learning can be highly beneficial to society with real opportunities put in place to appreciate it.

Equality in Education has been destroyed by the idea that all can make the best of the same opportunities

images (31)I seem to have the phrase ‘cause and effect’ branded in my thought processes right now as I look at all of the problems with Government and no less so when recently reading yet more bad news about struggling school pupils failing to catch up.  But is anybody really surprised?

One of the greatest problems with modern government and law-making is that once an issue has been addressed, the people who have been put in place to deal with that issue then have nothing to do – unless of course they create something else to justify their existence. Have a good look at every area of life where some kind of policy has been created or exists and you might just begin to see what I mean.

The problem with this process is that whilst you can easily see that some things do benefit from being revised from their original form to meet a need which was not originally considered or indeed, to bring that a policy or law up-to-date to meet or to be applicable to contemporary need, the rise of the bureaucrat and ‘professional’ politician has led to unnecessary meddling and the creation of having laws for laws sake. This is particularly evident in matters such as education.

The value of education has been appreciated for a long time but the system we have probably began the headlong descent that we are now experiencing when the concept of real apprenticeships was lost and the school leaving age was raised to 16 in 1972. Speak to what some might call ‘old school’ educators and they will tell you that children were either ‘heads or hands’; the inference being that they were academic or practically inclined. Would you hear a teacher say the same in a similar conversation today? No.

The 1997-2010 New Labour project oversaw much of the destructive push towards blanket qualification levels which now seem to be the accepted way to enhance an evolving society. Put simply, the approach of such meddlers is to work on the basis that the easiest way to improve education is to make the education fit the population, rather than encourage the population to meet the demands of the time. Now is that real equality or just a twisted view of it which is taking our once highly educated and envied Nation backwards?

Everyone is different for many reasons, not least because of their genetics, demographics and social conditioning. It is therefore sheer folly to believe that by applying the one-size-fits-all mentality that you will create a perfect and fully functioning society by making everyone equal ‘by default’. We currently see high levels of youth unemployment and dissatisfaction with the system (Something apparently highlighted by the August 2011 Riots), but again no real attempts to address the causes of these problems being made by the very people who could genuinely make a difference.

There are many young people who don’t want to be in ‘school’ and others who just don’t get the benefit from a dumbed-down degree system where 3 years of undergraduate study provides what could be a lifelong debt and a qualification that industry views as useless, all against the backdrop of a Government that cannot afford to provide such diversions in the first place. The balance has been lost and somebody needs to get this all back where it should be so that each and every individual can follow a route to a career which gives them the best opportunities to realise all that they can achieve based on what they are capable of doing; not what some idealist in London thinks it right that they should do.

Rather than scratching heads about the escalating problems created by the decline in standards in education, why not get back to a basic appreciation of the fact that everyone has something unique to offer and that in itself requires real diversity of opportunities and not one which is offered by an encyclopaedic exam syllabus. Put 14 year-olds who have no academic inclination – or don’t recognise one at that age – into real 7-year vocational apprenticeships in industry and SME’s where time and application give them the career footing that they would otherwise never achieve?

Why not begin to rebuild the ‘time-served’ bank of talent and experience that no amount of schoolroom activity can provide our dwindling industries and hungry-for-help businesses with, in a cost effective way which reduces the burden on the State and will probably address all manner of other issues hurting society at the same time such as youth crime?

I can almost hear the ‘it won’t work because…’ right now. What – because of employment laws or other legislation? – That’s exactly the point and the very reason we are getting into more and more of a mess isn’t it?

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