conscious and unconscious interference by government in the state education system

Comparison through too much summative testing generating feelings of superiority and inadequacy, the creation of fear due to inadequate fast ‘progress’ through too much surface content, competition rather than collaboration, visible signs of class structure through inappropriate grouping methods, fragmentation of the love of enquiry and the generation of ‘subject’ areas and endless content lists, inadequate and politicised curriculum change generated by those who do not know, inadequate systems of development and support for teachers and assistants, the generation of mass factory-market culture, the destruction of teachers’ lives through coercion and paperwork, the destruction of the state education system through shallow self- interest ideology……

All these are hallmarks of an inadequate education system.

Our education system.

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