We have failed a large section of our society and continue to do so by failing to teach the basic reading, writing and arithmetic. The children we have failed stand outside normal society and are more prone to be drawn into crime. It is our duty to provide a proper and decent education for everyone, without excuse. EPP will provide that education and we will not tolerate reduced standards.
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1) Broad Aims
In general terms, the State Education System should be aiming for equality of opportunity, not equality of result. The over-arching consideration should be to offer high quality, rather than high quantity which is at the expense of quality.
This way lies a better future for us all, if we can pull together.
E.P.P. has an Education Policy plan that: -
Enables children to attend better Schools.
Raises standards in all State Schools.
Leads to the creation of New Schools.
Provides Opportunity and Choice, for all parents, not just the better off.
Is supported by British parents, according to recent Poll Results.
An Education Policy that is working well in similar form overseas - including countries such as The Netherlands, Denmark and Sweden.
All children will be entitled to Free State Education, from the age of 3, up to the age of 18. This Education will be mandatory; to assist England to recover some lost ground in our world position and status.
Provide a Foundation Education Programme for 3-5 year-olds.
Pupils will be required to remain in full-time Education, until the age of 18 years, unless occupied in Full-Time Employment, or with an Apprenticeship Course.
Truancy will be discouraged.
2) Schools
An independent Britain requires a qualified, well-trained population with the skills and knowledge needed to compete in the world. But Education has wider purposes, too: the pursuit of knowledge for its own sake, the transmission of cultural values, and the creation of good citizens, with the inquiring minds required for a free society.
E.P.P. seeks to remove obstacles to learning, to give real opportunities to every pupil, and promote excellence rather than mediocrity. That means a return to more traditional methods of teaching the basic skills of reading, writing and arithmetic.
It also means shifting the balance of power from educational bureaucrats, towards School Governors, Head Teachers, Teachers themselves, and Parents.
For a variety of reasons, there are many Under Achieving Schools. Whilst the arguments offered for this lack of performance may be valid, it should not divert attention from the fact that children are not attaining the standards required.
To redress the problem, when schools are unable to maintain a set achievement level, the Most Successful Schools in the area, at both Junior and Senior level, will be invited to run the Lowest Achieving School at their level.
The management, ethos and teaching standard of the Top School will be transferred to the Bottom School. If, in this process, staff are dismissed and replaced, then so be it.
The Head of the Bottom School would obviously lose his or her position, and would have to seek alternative employment. This should focus attention on Achievement, and incentives will be provided to the Top School.
In promoting freedom of choice, E.P.P. will allow State Schools to select internally for academic ability or potential. Also, to stream pupils, as long as they take into account social needs, and provide equal opportunities to children from less advantaged backgrounds.
We believe in top quality education for all, regardless of background, race or income, and will work towards reducing class sizes, especially at junior level, where the foundations of learning should be laid.
Part of the ‘Independence Dividend’ of funds, released as a result of Britain's departure from the EU, will be converted into an ‘Education Dividend’ to pay for more teachers.
We also recognise that some children do better at single-sex schools, and that 'non-academic' children deserve an education, just as rewarding as their peers.
We envisage more Specialist Schools, which focus on (for example) music, sport, or technology. E.P.P. will raise the status of Technical Education to that of academic schooling, whilst recognising that the two are different, and allow early specialisation in practical subjects.
Apprenticeships will be available from the age of 13 years. There are many people from Industry, the Professions, and the Armed Forces with knowledge, technical and teaching skills, and insight, who could make valuable contributions to this program.
We would also endeavour to introduce new Grammar Schools (with entry based on ability), especially in areas where there are none. These schools would, of course, offer greater opportunities to very academic children, whose parents are not so financially well off, and help them to excel, and reach their full potential.
More generally, E.P.P. seeks to break down the 'wall' between Private and State Schools, for we value the role of both, in educating our children.
We would, therefore, take early steps to introduce a Voucher Scheme to enable all parents to make their own choice of school, for their child.
Research shows that when all the costs of central, local, and educational bureaucracies are included, it now costs, on average, around £5,000 per child in the State System.
We believe this money would be better spent in the hands of parents, in the form of a Voucher, which they could spend at the school of their choice, whether State or Independent.
(If parents chose a school whose fees were more than the value of the voucher, they would be free to top this up, if in a position to do so.)
Once they had this money, Schools could then purchase whatever additional services they required, if any, from the appropriate providers.
E.P.P. aims for an Education Policy that reflects the concerns of all parents, a great many teachers, and the pupils themselves, not self-proclaimed “Educational Experts”.
We shall therefore address such problems as boys' under-achievement (and the social problems this causes), the shortage of male teachers to act as role models, lax discipline, and the continuing under-achievement of many ethnic minority children.
We note that some parents send their children to Commonwealth countries to receive a traditional 'British' education. This is a terrible indictment of our system. All English children should have the opportunity of a decent education. We will ensure that the days of leveling-down are over.
E.P.P. would also ensure that all children are taught to read by research-proven methods, giving all children a good start to their education and helping them make solid progress thereafter. Standards of reading are still deplorable in many infant and junior schools, and the gap between the reading achievement of boys and girls is still unacceptably high – and unnecessary.
At present (2004) about 20%, or one in five, School Leavers are functionally innumerate and illiterate. This problem must be addressed urgently, for the good of the Country, and our further speedy recovery as a world power.
E.P.P. will establish Foundation Education Schools for 3-5 year-olds, to give all children a good basic start in life and enable specialist teachers to make an early assessment of each child’s abilities and talents.
A fundamental lack of the English language can then be identified sooner rather than later and the child taken out of the mainstream to be helped and coached, or if musically or artistically inclined, helped in that direction also. This will avoid holding back the majority of children in the same age group and develop any latent talent, to the advantage of both the child and society. We all win!
It will be in the interests of both pupils, and parents, to learn and practice the English language, at home if necessary, for general use in this Country.
Disruptive Pupils, or persistent Truancy, will be dealt with by a new Code of Conduct, still in Preparation and being discussed with Teachers, Parents, the Police, and the Judiciary, to be fair to all parties involved, and in support of English Society in general.
The possibility is also being considered, of sending Disruptive and persistently Truant pupils, to special Boarding Schools, to provide them with a stable and rewarding educational environment. This may be a very worthwhile alternative, and is still being studied in detail.
In general terms, the explicit moulding of attitudes and values are a parental responsibility. It is not the responsibility of schools or the state.
E.P.P. believes the use of techniques, based on humanistic psychology, such as Circle Time, and Value Clarification, should be banned in Schools, unless parents grant permission in writing.
A further concern is “politically slanted” teaching, especially in History, Geography, English, “Personal and Social Education” and what currently passes for Citizenship.
A major cause of this problem is dogma-driven teacher training, which also promotes flawed “child-centred” and so-called “progressive” teaching methods. Teacher training will be restructured, with less emphasis on abstract Educational Theory, and more on tried and tested teaching methods.
Another cause of bias is the insidious EU programme to brainwash our children, so that they grow up believing uncritically in the “European ideal”. Brussels makes no secret of its desire to control education and EU propaganda in schools has greatly increased. Unlike the other parties, we can promise that this will never happen in British schools.
E.P.P. believes in genuine English Citizenship education, including an understanding of British history. This includes learning to think, criticise, and argue, as well as obey the law. Citizenship is not about promoting fashionable 'isms' or lifestyles, but about independence of mind, responsible behaviour and 'life skills', such as managing money, understanding road safety and practical care for the environment. Many schools already do an excellent job in this respect.
Reducing the emphasis, which schools are currently forced to place on changing attitudes and values, would also ease the introduction of a simplified, high-status exam and qualification system. This would produce qualifications that could be valued and respected by parents, teachers and employers.
We do not favour a massive overhaul of exams taken at 16-plus and 18-plus such as the proposed “British Baccalaureate”, simply to bring the UK into line with other countries. Instead, we would aim to provide a high-status system of exams based on current GCSE’s and A-levels, but with acknowledged separation for different aptitudes, skills and abilities.
Many people think it is nonsense, to force academic youngsters to waste their time doing vocational training; and to force practically minded youngsters to do pseudo-academic work - beyond learning the basics - when they would prefer to do more practical things. Yet this is what the proposed new Baccalaureate system will entail. Such ideas, we believe, are erroneous.
E.P.P. would also ensure that entry to higher levels of education is dependent on having qualified at the lower levels.
E.P.P. will prevent the sale of playing fields. We regard sporting activity (and competition, both academic and athletic) as an essential part of good schooling. The long-term educational and social benefit of sport in schools should not be sacrificed for short-term profit.
We deplore the decline of competitive sports and other outdoor activities in schools, and will take appropriate measures to reverse this trend. We envisage a central Sports and Amenity Centre for each area, which will combine school use and facilities, with public activities in both the day and evening. Resources would not be diluted, and everyone would benefit.
With more choice and responsibility returned to Governors, Teachers and Parents, we are confident that motivation and classroom discipline will improve, educational standards will rise, and teachers will regain the respect that their profession deserves.
10) Higher and Further Education
The above principles apply, by and large, to Higher Education. Investment in Higher Education is essential to the health of the economy, not only in the creation of a well-trained workforce equipped with modern skills, but also in promoting study for its own sake, based on objective inquiry and freedom of thought.
But, as with Schools, there has been an increase in centralised, bureaucratic interference in the running of our Colleges and Universities. As in so many spheres, the Government has become more involved in Inspection, by means of centralised “Teaching Quality Assessments” and the introduction of crass new management structures.
E.P.P. believes that these measures are counterproductive. Decisions about teaching methods, course structures and quality should as far as possible be left to the Institutions concerned.
The best way to ensure higher standards is to leave Institutions free to compete, and in offering courses that students and employers find valuable.
COURSES SHOULD BE JUDGED ON THE BASIS OF OFFERING THE BEST POSSIBLE VALUE, measured in terms of future job prospects and/or the SERIOUS advancement of knowledge.
We recognise that many mature men and women want to learn new skills, in order to increase their employment options. We therefore support a Further Education system that responds to a range of needs, and offers a wide variety of courses and opportunities.
We shall promote community Colleges and, as with Schools, we shall raise the status of Technical Education to that of academic study, whilst recognising that they are different.
Nor would E.P.P. have artificial targets for the proportion of young people entering Further and Higher Education. We would simply wish to provide as many worthwhile opportunities as possible.
Over a period of time, we would seek to provide Further Education and Higher Education Vouchers, rather like School Vouchers, to anyone requiring them for legitimate and worthwhile purposes.
In the meantime, basic Tuition Fees would again be provided by the State, for pre-selected courses determined by the economic and social needs of the country.
Higher Education, in all its forms, must remain available to all who are qualified for it, regardless of background and income.
11) Higher and Further Education - Funding
We shall also explore various mechanisms for Independent Funding, such as transferable loans, which students repay directly to the academic Institutions of their choice.
E.P.P. will also encourage the setting up of Private Universities and Colleges, with generous provision for scholarships for bright students, from less advantaged backgrounds.
Vouchers for Schools, Further Education and Higher Education, along with possible Private Funds, would greatly encourage the setting up of new Educational Institutions, as new providers would have a guaranteed income.
Always assuming they could attract sufficient people willing to pay for the service they offered, this would then rapidly encourage a free and open market, which does not exist at present.
E.P.P. believes the correct University Education of students will benefit and enhance England in the eyes of the world. University Education will therefore be Free to all Students for certain specified subjects, all of which are immediately essential for the speedy recovery of England, during the next 15 years.
These will include predominantly Engineering Design and Development, Medicine, Physics, Astrophysics, Teaching, Electronics, Languages, and Agriculture - including Veterinary Services.
We believe that ‘Mickey Mouse’ degrees, in subjects such as Hairdressing, and Embroidery, should not be offered at Universities. Such training is practical, not academic, and should be provided either by Further Education Colleges, or preferably by Employers, and the Private Sector.
E.P.P. does not, however, believe that State Educational Institutions, such as Universities, should be encouraged, as they are at present, to provide courses of dubious value, at taxpayers’ expense.
With regard to General Financing, we support those Universities that seek additional financing, from sources other than Government.
All Foreign Students attending English Universities will be required to pay the full Fees and will not be entitled to “free tuition”. The only exception to this rule will be under special reciprocal National Trading Agreements, negotiated to include a Student Quota.
E.P.P. will introduce a new School Leaver’s Apprenticeship Training “Completion” Course. This Course will allow School Leavers, from the ages of 16-18, who have been unable to secure a placement or job in Industry or Commerce, to fully complete their training. They will have the opportunity to become fully skilled, and professional in their chosen occupation.
Their courses will be completed under the guidance of trained civilian and military “Service Instructors”, who will train them to both Professional, and Armed Service, standards.
After the completion of their Apprenticeship, the option will then be available to them, to take a normal civilian job, or to perhaps become a member of the regular Armed Forces. The choice is theirs!
The British Armed Services are always looking for skilled workers, at all levels, to maintain vehicles, work on aircraft, maintenance work on buildings, and countless other applications. All the jobs are well paid.
E.P.P. believes that this new Apprenticeship School will be character forming, and help teach the younger members of society to trust and respect each other, with the added bonus of making them responsible members of society afterwards. It also teaches them personal discipline, which is so obviously sadly lacking at present.
14) The EU “Educational” Involvement
E.P.P. is also alarmed that several hundred University positions in Britain are funded or supported by the EU!
These only come with the provision that the individuals engage themselves in teaching, or research, into European integration. This will cease when Britain leaves the EU.
Another advantage of leaving the EU will be that it ends the discriminatory practice, in which a student from the EU pays much lower fees, than one from the Commonwealth, and other non-EU countries.
Students from all overseas countries play a valuable role in fostering friendship and promoting international co-operation.
15) Career Prospects
Specialist Career Guidance will be made available at all schools, with visits to Factories, Farms, Construction Sites, Museums and Art Galleries, Theatres, Laboratories and Scientific Premises, to stimulate the interests of all children. It is not intended as “just a day out”, and all pupils will attend these Teacher-Supervised visits, with a brief, written summary to follow each visit.
Children from the age of 13, who prefer not to pursue an academic career, will be helped and guided, with an equally rewarding alternative “5-year Apprenticeship” style Career Education.
All Schools will be encouraged to hold a Morning Assembly, with Christian Prayers, with the option for parents to withdraw children, if this conflicts with their beliefs.
All pupils will be required to attend a combined “Community Awareness” feature, held after Assembly and Prayers have been completed.
This will probably provide information on Citizenship, which, whilst new to some of us, will in future, and regardless of what it contains now, have basic instruction on “Being a Good Citizen”, as the title suggests.
This will include such details as “not dropping litter, not allowing dog fouling, and having respect for other members of the public. Helping older citizens if required, not making excessive noise, reporting vandalism, showing respect for other people, and particularly regarding drivers and vehicles on our congested roads, humane treatment of all animals, etc…” and other basic lessons that are simply not being given to the younger generation today.
E.P.P. recognises the contribution made by Single Faith Schools to pupils and the support and involvement of the parents.
Maybe, in our society today, we should examine the need, based on Religious Belief, to separate children, and ask the parents to take the responsibility for Religious Education and the welfare of their children. This action would remove the distinction between children for doctrinal reasons, and allow them to see all their classmates as equal.
It would therefore follow that all children attending the same school, would be required to wear the same school uniform. The children would feel a loyalty to their school, and an equal amongst their peers.
The spoken Language, for all Schools, Colleges and Universities in England, will be English.
English will be taught as a first language, but all pupils will be encouraged to learn, and become fluent, in a second language.
Pupils or Students finding they are unable to speak English, or be understood, will be given daily full-time lessons in the English Language.
20) School Uniforms
E.P.P. believes all Schools should adopt some form of standard School Uniform, in keeping with our long-established English tradition. This policy has several benefits. Firstly, it engenders a “sense of belonging”, and a form of early “community”, in all the pupils.
Secondly, it encourages good, or better, behaviour in public places. Pupils misbehaving usually have no wish to be identified. In uniform, this immediately narrows it down to one school!
Thirdly, it also produces a visible pride in the children, involving or following their various School achievements.
ENGLAND'S PARLIAMENTARY PARTY - A NEW APPROACH TO RUNNING ENGLAND – BASED ON HAVING A COMPLETE EDUCATION, A GOOD TRAINING FOR LIFE - AND COMMON SENSE!