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The article assesses the performance of women politicians who have been appointed British education secretary. Topics discussed include the reasons education secretary is the most popular Cabinet position for women, the reasons Shirley Williams is considered the most notable female politician who has occupied the education secretary position and the characteristics and skills necessary to become a successful education secretary in Great Britain.

A personal narrative is presented which explore's the author's experience of working as vice-chancellor of the University of Buckingham, receiving preferential and special treatment, and managing universities and schools.

In this article, the author discusses about achieving and transforming transparency among schools in Great Britain. Topics discussed include steps taken by the Department of Education in building new free schools in the country; impact of digitalization and artificial intelligence on job market and economic growth; and improvement of academic focus in the schools.

The authors present a response to the article "Diplomas threaten our independence," by Bernard Trafford in the November 28, 2008 issue of the publication. They focus on the decision of Wellington College to offer a level 3 diploma in engineering beginning in September 2009. The benefits of the diploma as a vocational degree in conjunction with traditional academic studies are explored. The authors argue that diplomas can provide students with strong backgrounds for university study.

The author reflects on the GCSE (General Certificate of Secondary Education) examination results in Great Britain. He explains that results have been improving and refutes allegations that the increase is a result of easier papers. He also discusses the use of league tables in the education system, suggesting that they can promote teaching only for the result of a high grade.

The author reflects on the teaching of physical training (PT) in Great Britain. He discusses its role in Chinese education and argues that it should also be a requirement in the curriculum of Great Britain. The benefits of physical exercise are explored and it is suggested that PT is more beneficial to children than participating in sports teams.

The author reflects on the state of the Church of England in 2008. He explains that the topics of discussion at conferences relate to issues of homosexuality and gender rather than service and peace. He argues that teaching children to focus on their emotions is not always good for child development and suggests that a balance is needed between well-being and education.

The author discusses the supremacy that China will have over the rest of the world in the field of education and how that will impact education in Great Britain. It is noted that few English college students are learning Chinese compared to the number of Chinese students learning to speak English. The three obstacles to learning Mandarin is that there are few teachers who can command it, it is a difficult language, and it is offered after school hours are over.

The article complains about the lack of "great minds" to plan and implement education in Great Britain. However, the author praises scholars such as David Hargreaves, David Hopkins, Paul Black, and Dylan Wiliam. Of particular note is Martin Seligman who pioneered the research into the emotional and social aspects of learning. Scholar Howard Gardner is also praised for his research on multiple intelligences and Arthur Costa is also mentioned for his research on independent learning.

The author considers a recommendation from Great Britain's Girls' Day School Trust that teachers be contractually required to work in both the public and private sector throughout the course of their careers. The stigma formerly attached to associating with schools in other sectors is noted and the author praises the Trust's recommendation. The common considerations of public and private school teachers are outlined.

The author argues that independent and state schools in Great Britain should form partnerships. When the author discussed his idea in a speech, he was attacked and he here states his proposals clearly. It is noted that independent schools are of an impressive quality and that public schools would benefit from interaction. The author believes that the National College for School Leadership could also aid partnered schools.

The author comments on Great Britain's Secretary of Children, Schools and Families, Ed Balls, about whom he has changed his opinion during Balls' first six months in office. He states that he did not believe balls would share his educational goals, but he finds that they agree on topics including teaching emotional literacy, improving home and school relations, and furthering teachers' educational opportunities.

The author presents his views on education. According to the author, a well-rounded education should include both academic focus and breadth, and should teach children who they are in addition to helping them pass exams. The author discusses what he feels to be characteristics of successful schools, including optimism, altruism, and silence.

The author comments on the factors supporting quality education worldwide and the status of education in Great Britain. He refers to research pointing to effective teaching and teachers' professional status as being highly important to educational success. He questions Great Britain's spending on education and on the National Health Service (NHS) and he notes increases in mental health problems, alienated youth, and anti-social behavior. He questions the government's intentions for education.

The author comments on the intended aims of education in Great Britain. He questions the focus on students' performance on national examinations instead of on development of the whole child. He states that the British education system is based on the belief that mental ability is the only validator of a child's worth. He calls on schools to develop children's multiple abilities, including linguistic, social, and moral skills, toward supporting their well being and preparing them for life.

The author comments on Secretary for Children, Schools and Families Ed Balls announcement that the social and emotional aspects of learning (Seal) program will be introduced in Great Britain's secondary schools based on its success in primaries. He supports the move as adding to quality education and student nurturing. He responds to critics' claims that education is for learning facts, school is not the place for well-being classes, and teachers are not equipped to support the program.

The author, master of Wellington College in England, comments on leadership in education. He asks educators to reflect on and evaluate the support they received as students and in their early years as teacher or administrator and to evaluate to their own performance. He notes the increased focus on studies of leadership in Great Britain but explains that self-reflection is most important. He reminds educators of their influence on school environment and attitude.

A letter to Ed Balls, Great Britain's Secretary to the Department for Children, Schools and Families, is presented. The author praises Balls for the work he has completed early in his term and his alignment with Prime Minister Gordon Brown's thoughts on education. He describes several successful international programs for emotional and physical well being and asks the secretary to include similar effective teaching in the curriculum in order to protect the nation's children.

The author comments on cooperation between state and independent schools in Great Britain, noting differences of opinion and his experience with an educational exchange. He describes visits between Ninestiles, a state school in England, and Wellington College, an English independent school of which he is headmaster. The author believes that all independent schools should participate in academies, and he states that wealthy parents should contribute to their children's state education.

The author reflects on the education policies of the British government. The author recommends that the government focus on school discipline, broaden school curriculum and extracurricular activities, allow school heads to run their own schools, reform school structure, and encourage parent participation in education. The author feels that the British government will be able to improve education if it follows his proposals.

The article presents commentary on civil rights, civic duty, and responsibility in Great Britain. The author believes that reaction to the 1970s school authoritarian atmosphere has, as of April 2007, gone too far toward individuality. He agrees with David Cameron that teachers and parents need more authority, but he believes that it requires more than a politician's word to bring about consensus on school rules, accountable parents, and effective consequences of children's misbehavior at school.

The article presents commentary on support for the legalization of cannabis in Great Britain. The author notes that in March 2007 the "Independent on Sunday" announced the end of its 10-year-old campaign to legalize pot, based on research showing the harmful effects of concentrated forms of cannabis. He questions why the announcement was not accompanied by an apology to the people effected by their campaign. He calls for schools to emphasize healthy living beginning at the earliest stages.

The article presents commentary on allowing students to take a greater role in British schools. The author, master of Wellington College in Berkshire, England, allows student prefects to run the weekly assembly at his school. He believes that British educators under-utilize their students, whom he calls one of educations' greatest assets. He notes that students who are treated with respect and given responsibility will respond in kind.

The author focuses on a British educational pamphlet published by Professor John White at London University's Institute of Education titled "What are Schools for and Why?" He contends that White asks the right questions, but is too "orthodox and establishment" in his answers. He argues that common sense is the most logical response to educational questions and that schools exist to help children fully develop all of their faculties.

The article provides recommendations on how teachers should spend their summer holidays. They include: do something energetic, even if it means getting up early for a jog and then spending the rest of the day lying on the beach, do something original, go camping and spend time outside and consider vacationing in Britain.

The article reflects that current examination system have lost its objectives in stimulating students at school in Great Britain. The General Certificate of Secondary Education and the A-level examinations have failed to test and asses the vocational skills of students in which it must be reviewed. Likewise, the author stressed that these tests failed to distinguish the most intellects from the very well trained as it is breaking apart.

The article presents the author's opinion on teaching happiness in school. Professor Richard Layard and others have provided evidence that the rising affluence in Great Britain is not making the country any happier. Cambridge University in Cambridge, England believes that this is a subject that can and should be taught to children, and "happiness" is the most popular course option at Harvard in 2006. These facts suggest that the topic merits special attention. The author feels that governments don't like the idea of teaching happiness at school because happiness is not measurable like academic results.

The article focuses on the achievements made in education sector during the primeministership of Tony Blair in Great Britain. The primary and secondary education sector are in better position than they were in 1997. The fresh ideas for improvement have been adopted from abroad, particularly from the United States and from independent sectors. The improvement is drawn mainly from specialist schools. These schools have made a real and material difference to the lives of hundreds of thousands of pupils. The change is brought through the Specialist Schools and Academics Trust, founded in 1987. The trust helped to establish the first 15 city technology colleges which are the forerunners of today's academies.

The article reflects on the views of the National Union of Teachers on the proposed law that promotes the establish trust and independent schools in Great Britain. It comments that the proposed law would not be advantageous to schools and would ruin the relationship of schools with local communities through the local education authority.

The article discusses on the prevalence of parents choosing the schools for their children in Great Britain. It reflects on the government's proposal to provide choice adviser for students because it may lead to an unrealistic advice. It comments on the parents' preference of taking their children to the nearest local school without considering the social background of the school.

The article informs that the lack of dialogue and real relationship between the independent and state sectors is the biggest wastage opportunity currently in the British education system. Tony Blair, prime minister of Great Britain, had promised to build a world class education system. Blair's dream was that state schooling would improve so much that independent sector would wither on the vine. Some of the best state schools are better than some independents and the quality of teaching is also very good in state schools.

Argues that means-testing parents for education fees would bring state schools back from the brink in Great Britain. Government's efforts to address the quality of the nation's education; Lack of funding in state education.

Letters to the editor are presented in response to previous articles from "Times Educational Supplement" (TES) including "Charity Is Their Duty, Not an Optional Extra," by Lord Adonis, published in the November 2, 2012 issue, "Because They're Worth It," published in the November 2, 2012 issue, and several articles on an inquiry by Great Britain's Office of Qualifications and Examinations Regulation (Ofqual) into General Certificate of Secondary Education (GCSE) grades.