Voices and ideas from the areas of food, land, travellers, domestic violence, poverty, asylum and debt are all vital to finding grains of truth that allow us to face up to our Hidden Civil War. To face difficult truths in troubled times, we require deep collaboration, reflection and above all, listening.
I've just written to our Secretary of State, Justine Greening, to try and encourage more teaching of entrepreneurship from primary school to University level. In a country where so many wonderful subjects are taught, this valuable skill seems so sorely missing in our curriculum and in that of many education systems around the world.
Theresa May could be a much needed breath of fresh air to the government's approach on sex education: as Home Secretary it is rumoured she was supportive of bids to make the subject compulsory. With a wafer-thin majority, and battle ahead with Brexit, she may not be willing to use up political capital on revisiting it.
Suddenly discussions about education are all about whether to increase the role of selection and grammar schools. Last year I called this an unwelcome distraction from the real business of improving educational attainment for children from low income backgrounds across the country. The new row has the potential to be much more damaging.
Grammar schools can have a positive impact on the educational outcomes of children from poorer backgrounds; yet they have not done so at scale, because too many bright, deprived pupils never make it to the schools in the first place, blocked by other students with advantages such as 'pushy' parents or tutoring in the entry tests. They then end up consigned to a poorer standard of education and, in the worst cases, written off as second-class students.
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?
A pledge to do all in their power to achieve such reforms both from those currently in governance and from those seeking to move into governance in the future would, on a continuing basis, contribute to the protection of our most valuable national resource- each successive rising generation of citizens.
ner's chances of getting the training and education they need. There is a direct correlation between getting a decent education while in prison and being able to live a productive, law-abiding life on the outside. We must enable our prisoners to do this or we are failing them and the communities to which they return.
No man is an island, and this is true not only as a life quote but also at the workplace. Therefore we must adopt a teamwork-based curriculum for schools to prepare students adequately for the real world, and this curriculum begins with emphasising histories of teams, rather than biographies of individuals.
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.