The world of education is never static. The dynamics induced by the Department of education initiatives that are quickly followed by teaching union reaction, generally negative, creates a state of educational flax that induces stress and a huge loss of teaching time. The losers; the schoolchildren are stuck firmly in the middle.
Despite a realisation that the recession took a long, deep bite out of the economy there are a plethora of new demands being placed on educational budgets. The government, keen to pump up the feel-good factor based on the recovery (anyone would think that was a general election looming) fail to emphasis the recovery is primarily focused on the service sector in London and Southeast. There is a massive gap still to fill in most other geographical regions and industries before the recovery can be fully accepted.
The ability to pay improved wages and increase educational budgets regrettably lays yet a way off. Strikes by teachers seeking better terms and conditions create a tidal wave of disruption. Schools loose time and energy developing plans to cope with the downside of a strike, not least the negative effect of lost teaching time on children and the possible impact on their achievement targets. However, there is little compensation for any disruption on children’s academic achievement at Primary, GCSE, or A-level. Children, as yet, with no union or central mouth, remain an unheard cry in the wilderness. The teacher’s strike planned during week commencing 23rd June will once again muddy the waters.