Michael Gove might not know it yet, but he is in for a fight on this issue. The running community are an impressive bunch; eternally positive, and as good endurance athletes always can, willing to sustain a campaign it believes in.
We need to see much more mentoring and for schools to actively, not passively, ensure a throughput of female role models talking to, and hopefully inspiring, pupils. Governors and local education authorities should take a firm lead.
In all of my musical, equality and advisory roles, music continues to be a key tool in eradicating discrimination. In all our annual 'Educate and Celebrate' school showcases, students and teachers use music extensively through LGBT anthems, music by LGBT composers and equality songs written by our young people.
I've spoken at length about the importance of contextualised learning. As parents, we have a clear role to play in helping our children put theory into practice. It shouldn't fall solely on the shoulders of teachers. However, it still makes me question whether schools are doing enough on their side to prepare children for their futures.
Having seen pupils struggling to use different types of technology in the classroom, I was intrigued by what the Snooker gaming enables children to do.
Things have to change. Autism now accounts for one child in every 88; these children cannot be forgotten or be made to fit into an antiquated system. The entire education system needs to change to meet these growing needs.
I spoke openly about what I believe excellence to look like when developing qualifications and skills from my own experience as Chief Executive of AAT at the Skills Summit in January.
How many of these questions about your children's schooling can you actually answer positively to? Is the current education system robbing you, your children and the world, of a generation of rounded, sociable, caring, intelligent, grown-ups?
If we care about our children and future generations, we must reverse the idea that children can be squeezed into somewhere on the basis of available space, cost cutting and political expediency. We are judged as a society by the care we give out children. Future generations will not thank us for failing on our duty to our youngest citizens.
So Mr Gove, I hope I have been able to show you that 'school service', as a positive force rather than the punitive one you alluded to, has the potential to help pupils so much more than picking up litter.
Michael Gove seems to like annoying people. His cocksure manner and breathtaking self-confidence means that he regularly comes into conflict with teachers, students, Lib Dems, his own deputy... pretty much the entire public.
Today, more than 175 years after Horace Mann won the argument for qualified teachers in public education in the US, we find ourselves revisiting debates about the most basic expectations in public education.
The Right Hon Michael Gove MP. Oh where does one start? Perhaps let us start with two words: Berlin Wall. Berlin Wall is the term that Mr Gove has just used to describe what it is that separates private and public education in the UK. And what a powerful term it is: so laden with symbolism, so inviting of destruction and also so instructive of his own detachment from reality.
If Michael Gove were just building some ghastly skyscrapers or running a sweatshop, we might not like it but would trust to time to show him the error of his ways. But he is experimenting - in his loose and lazy ways - with the minds of a generation. He needs to be stopped.
It doesn't happen. Sex and relationship education (SRE) that is taught in primary schools (ages 4-11) is point blank not about teaching young children how to have sex. It is about giving age-appropriate information that is evidence-based on the issues that SRE encompasses.
Business needs to engage in their local communities and work with schools more directly. However, this must be more than getting business people in to give the occasional talk. Business should offer placements and deliver workshops - to provide the much needed insight into the skills that young people need. We should also be working with them to create innovative ways of providing resources, information and case studies.