Next week is pivotal for the future of artistic diversity in the UK. On 4 July Parliament will debate whether the EBacc should include expressive arts subjects, with the result having potentially huge ramifications for who the arts are 'for' in Britain - are they for everyone to practice and appreciate, or are they the preserve of a wealthy and culturally homogenous elite?
As Sir Carter claimed at the inquiry, "this is an embryonic and emerging form of structural leadership in the system and it's going to develop very quickly". It is of great importance to teachers, parents and the next generation alike that this rapidly emerging form of leadership is monitored closely.
The government can play a huge role in working with schools, teachers and the education recruitment industry to offer guidance as to how flexible routes back into teaching could be offered. Certainly greater investment into CPD to allow those who have been out of the profession for some time get up to speed with curriculum changes, new classroom technologies and the latest teaching practices would be a must. But the last thing the sector needs is another expensive government-sponsored jobs board: the first time may have been tragedy, but the second time really would be farce.
Headteachers are understandably bearish about their school budgets in the run up to an election: so much depends on an uncertain outcome. They typically rein in expenditure on new classroom resources and hold off on any inessential teacher hires. Normally, though, once a government is elected, confidence picks up - and normal, or sometimes greater-than-normal, spending resumes.
It is a well known fact that the human brain has the ability to make an assessment about someone within the first three seconds of a meeting. Most of the time this happens without us being aware of that. People living amongst large number of other human beings, some of whom are far from nice and pleasant, have to be able to do so as a matter of survival.
Nicky Morgan and co. will soldier on defiantly, blinded by arrogance and convinced of their righteousness. Meanwhile, those young people for whom unrelenting testing and its associated pressures present greater difficulty will increasingly buckle under the weight of unrealistic - and utterly unfair - expectations. The emotional impact of this can be profound. In May 2015, the NSPCC reported a 200% increase in students seeking counselling specifically for exam stress. This one-size-fits-all approach to education is wreaking potentially irreparable damage on the health of England's young people.
Education - and, more precisely, work-integrated education - has an important role in reducing the chances of that happening. The right career path will boost the quality of one's life and also the quality of work because employees who are happy with their work are likely also to be much better at it. In the end, it's a win-win situation.
So why do parents think the education system isn't working? The majority of parents (64%) said their children are missing out on the key skills that employers want, like communication and teamwork. And over half (57%) think there's too much focus on academia. Similarly, a third of parents worry that their children can't link their education today with their future careers.
We can't deny that technology is a growing addiction, nor should we ignore it. But before we panic and take away young people's mobile phones, let's see how we can use technology to bring people together and create well-rounded future employees with social skills that extend far beyond social media.