I have been very lucky over the years and been given a helping hand in almost all of my endeavours by friends, family and sometimes just acquaintances. They are far too numerous to mention but within the world of dogs, in education and in all other activities with which I have been involved, individual kindnesses have far outweighed the occasional attempt to trip me up.
I have to admit ambivalence about yesterday's NUT strike in London. I went to work, not because I disagree with the concept of fighting for my pension, but for the rather more prosaic reason that I belong to another union, who did not choose to strike this time.
'Strikes benefit no-one' said Nick Gibb, the education minister, referring to today's public sector strike. He is wrong. Traditionally when strikes occurred, they made a point.
Michael Gove, the UK education secretary, recently announced a cull of over 3,000 British 'vocational' qualifications. From 2014, these 'Mickey Mouse' qualifications will no longer count towards the league tables and compliant schools will not teach what won't make them look good.
The email began, 'It's outrageous the way you flirt in class!' and listed, in great detail, my looks, smiles, body language, and the witticisms, comments and the 'lingering' attention I had given to various members of a largely female group of post-graduate students.
Nearly 17 million people in England - almost half the working-age population - have the numeracy skills expected of children at primary school. That means they may not be able to check pay and deductions on a wage slip, understand bus timetables or pay household bills.
The Prince of Wales and the Duchess of Cornwall recently visited my old secondary school Uxbridge High. It was to mark the 10 year anniversary of the charity Teach First, which the Prince is patron of.
As the digital world continues to grow and to play an increasingly central role in how we all learn and form opinions about the world and each other, it is more important than ever to be able to tell good information from the bad, truth from lies, and to ably navigate the grey area of opinion in the middle.
We often hear how our children need "inspiring" into science, technology, engineering and mathematics (STEM) careers. The reason for the common refrain is that these are the areas in which policy makers believe there are good careers in prospect, where the UK can preserve a competitive advantage in our industries...
In a bid to increase its appeal to girls, Lego has released a new line of toys specifically geared towards to the needs and wants of the fairer sex. T...
It may still be a typical scene of university life - rows of students in front of a lecturer and Powerpoint slides - but it's also one many people want to see less of, including employers and the students themselves.
There is always that child you know you should never ring home for, who may be disrupting a class, but whose parents are suspected to be a little too free with their fists. That child who is known to Social Services, who may not have broken bones, but cries hysterically when you say you might ring home to their mum or dad to let them know their child has a detention. That child whose life swings between rebellion and fear. The rebellion in school against the harsh discipline of home, the fear that their school may cause physical harm in trying to resolve the issues.
Late last year, I read the obituary of former Cabinet Minister, Sir Timothy Raison. He served under Edward Heath and Margaret Thatcher, apparently 'ga...
For someone like me who is actually in China assisting in the education of future international businessmen and women, I believe that the system is not preparing its youngest and brightest well enough to succeed on an international level.
Every school has that teacher that comes into school, misses the morning briefing, fails to show up for their duty, misses report writing deadlines, moans about new initiatives, has a couple of days off a term, does little planning and leaves school on the stoke of 3:30.
I left school in 2007. In my entire time at secondary school, I had around 30 hours of computer education, concentrated between the ages of 11 and 12. I was not offered computing as an option at either GCSE or A-Level. Looking back now, it's only because of my learning outside of school that I can do my job today