Buy:Benicar.Lasix.Cozaar.Prozac.Advair.Nymphomax.Ventolin.Zetia.SleepWell.Amoxicillin.Seroquel.Aricept.Lipitor.Lipothin.Buspar.Female Pink Viagra.Wellbutrin SR.Acomplia.Zocor.Female Cialis….

Buy:Viagra Professional.Propecia.Zithromax.Super Active ED Pack.Cialis.Levitra.Cialis Super Active+.Tramadol.Maxaman.Viagra.VPXL.Cialis Professional.Cialis Soft Tabs.Viagra Super Active+.Viagra Soft Tabs.Soma.Viagra Super Force….

Let us assume that government continues to see the provision of compulsory education up to the age of 16 (to hell with 18…) as above reproach. Given that proviso, the ways that a government could introduce the principles of accountability and choice are manifold.

* Transferrable school vouchers to promote competition between schools, bridge the gap between state and independent schools, and allow access to independent education to those that could not otherwise afford it.

* The complete reintroduction of grammar schools within the state sector to cater for a range of educational backgrounds and abilities. Children aren’t all the same, and to assume that they all need the sort of education that they would receive in comprehensives is an absurdity, particularly when that education is so poor.

* The scrapping of the National Curriculum and its replacement by choice at either LEA or school level to allow regions or schools to specialise their teaching in favour of topics that benefit their pupils, and give parents a choice as to what education best benefits their children.

* Performance-related pay within schools to promote the highest standards for teachers: allowing the very best teachers earn the professional salary that they deserve, removing from the system those poor teachers that are simply inadequate, and removing budgetary pressures on the poor comprehensive schools that are left with no choice but to hire below-average teachers.

* A focus on the basics of education, particularly the 3 Rs, and the continuation of this emphasis until it is achieved. Pupils without basic literacy skills are unproductive, unruly, and unteachable. There is no point trying to move these children onto reading Shakespeare when they can’t read Dr Seuss.

No prizes for guessing that all of these measures would be opposed by the teachers’ labour cartels. But, then again, maybe that’s the litmus test of a sound educational policy? Sadly, I can’t comment on the PGCE, because I don’t know the first thing about it. However, I’m sure the NUT would oppose reform of that, as well.

I would like to see more mentorship, a more draconian approach to the continuation of a teaching contract and, like you say, performance-related pay. The problem for this is that some students are better behaved, innately intellectual and comparison between groups is difficult. However peer review, like in the academic world, might be a way forward. External assesseors looking at exams results etc. but this all adds to the bureaucracy.

In the end a pseudo-privatising of schools would remove all of these problems and I think Michael Rock touches on this argument in the latest edition of the UCL Conservatives in house publication, the Caerulean.