Is it ethical to let a young person go to university in the full knowledge that a degree will serve then with no hope of employment? Is it ethical to supply a student with skills and information that have no relevance to the world of work? Is it ethical let a young person to exchange their money and time for a degree that is materially worthless?
With a needle and thread you can sew on a button, make a beautiful dress and also have rewarding career. So why is it a shrinking part of our national curriculum?
This week I attended the Commonwealth Observance Day service, where I was privileged to hear from Lord Coe, Tanni Grey-Thompson and Malala Yousafzai. The theme of the event centred around team as the Commonwealth builds up to the 2014 games.
Feminism is a multigenerational effort, and it's easy to get caught up in talking about waves of feminism, and what kind of feminists we are, when we should be explaining the issues faced by women to younger generations.
Ultimately we want to end the Parent Trap, or at least make holidays a little more affordable, so more families can spend valuable time off together. We will be continuing with our campaign and would urge people to support our petition.
According to a comprehensive new study undertaken by the Church of England to discover the factors related to spiritual and numerical.. church growth, our 'National Church' is in decline because generations of church goers are not being replaced.
Dyslexia is characterised by difficultly reading, phonological (auditory) encoding problems, poor processing speed and the inability to use language skills effectively. It's also a reading disorder. Recent Professors from Durham and Yale University have suggested that Dyslexia is a Myth, that dyslexia should be abandoned as it lacks scientific clarity and educational value.
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.