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Discusses the decision of British Prime Minister Winston Churchill to choose his own time to relinquish the office of Prime Minister despite pressures from Cabinet colleagues. Impact of the landslide Labour Party victory of 1945 on Churchill; Meeting in 1947 in which senior party figures met to discuss the question of Churchill future; Condition of Churchill in 1954 after leaving office.

An essay is presented on the role of upper-class alumni of public schools, or elite private schools, in Great Britain's participation in World War I and on how that role has been characterized in British academic and popular culture, as of 2013. The author takes issue with the frequent depiction of uncaring and incompetent upper-class officers as responsible for the deaths of lower-class soldiers. Works cited include "The Old Lie: The Great War and the Public School Ethos" by Peter Parker.

The author argues for the importance of promoting character development in students versus focusing on academic achievement, and describes the curriculum of his schools Wellington College and Wellington Academy in England. Resilience, decision making, and student psychology are mentioned, as well as programs at schools such as Kings Science Academy, Kings Langley, and West Kidlington Primary School in England.

The article features the No. 10 black door in Downing Street, which is considered as the most renowned portal in Great Britain. This building is the office of Gordon Brown, Great Britain's prime minister. It offers information on what can be seen inside the building such as the view building's most impressive vista. Further, the two most sought-after offices in No. 10 is the office of Gavin Kelly, Gordon Brown's deputy chief of executive staff, and Jeremy Heywood, a civil servant.

The article analyzes the 10-year term of former British Prime Minister Tony Blair. His first term between 1997-2001 was his weakest, his second term 2001-2005 was somewhat improved while his third 2005-2007 was by far his most successful. His successive election victories guarantee that he will be remembered as Labour's most accomplished electoral leader. The Iraq war remains the most controversial aspect of his premiership because he still believes that it was right to support the Americans and remove a brutal dictator.

The article argues that an overemphasis on numerical, logical and linguistical aptitudes has turned children into exam-taking commodities in Great Britain. The author calls for a "bottom-up" approach to education, taking into account students' well-being and happiness. The article discusses the "bottom-up" approach's goal of developing students as fully rounded human beings.

The article focuses on bridging the division between state and independent school sectors in Great Britain. It notes that the partnership between the two sectors has received government funding and cites its benefits to student and teachers involved in these partnerships. It also stresses the need for the government to encourage several bodies to support independent schools, such as financial assistance, if it is serious about independent schools starting academies.

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 article looks at education in Great Britain as of 2014, focusing on private schools and inequality of educational opportunity. The author expresses the view that neither the Conservative Party nor the Labour Party has been willing to address the country's educational inequality and suggests a cross-party commission on the issue. He offers proposals including requiring private schools as well as top-performing public schools to reserve some places for low-income children.

The article discusses the state of independent schools in Great Britain, noting the increase in tuition that has made the schools unaffordable for most middle class students and the schools' increasing attempts to recruit elite foreign students. It addresses the differences in educational quality between state funded schools and independent schools, public opinion of high educational costs, and the moral purpose of independent schools.

The author warns the higher education sector of Great Britain against complacency as British students from all classes look to the U.S. for education and academic research challenges rise in East Asia and India. He recognizes the high rankings of British universities, high spending on undergraduates, and innovations. He raises concern over the little attention paid to student well-being and to the breadth of the student experience.

The author explains why the academy in Great Britain should stand up for International Baccalaureate (IB). The author explains that while the General Certificate of Secondary Education (GCSE) and A levels are in trouble, IB is considered the jewel in the crown of British education. However, unless universities stand up for IB, the author points that IB will retreat to international schools and affluent independent schools.

The author offers opinions on education in Great Britain. It is argued that schools and universities are failing in their primary mission of facilitating academic achievement by students because of a paradoxical overemphasis on the tests and examinations which it is said have mistakenly been seen as an indication of a student's actual knowledge.

In this article the author discusses the dilemma faced by former British Prime Minister Tony Blair who failed bid for the European Union presidency. He relates the criticism on the little achievement of Blair in the position as prime minister particularly in the peace process and climate change as well as his charitable work that almost all of it unpaid. He remarks that Blair has naive expectations about realities of coming to power and hungry for influence.

The authors call on universities in Great Britain to support a radical shift that places learning, rather than assessment, at the centre of the curriculum. The Middle Years Programme of the International Baccalaureate Organisation (IBO) allows teachers to develop and deliver the curriculum in their own disciplines, but asks them to plan each course with an awareness of links with other subjects. The participation of Wellington College in the MYP is discussed.

The article presents the views of Andrew Hamilton, the outgoing vice-chancellor of the University of Oxford, on the higher education Green Paper. Hamilton warned that the teaching excellence framework discussed in the Green Paper could send negative messages to the world about the quality of teaching at British universities. It is stated that vice-chancellors have only themselves to blame for failing to provide the quality of leadership of teaching that their students deserve.

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.

Presents information on the Citizen Charter which was implemented by former British Prime Minister John Major. Details on gestures he made toward taking power away from public services and giving it to the people; Indepth look at the charter revolution continuing under Labour.

Discusses the courses of actions that the British Conservative Party must take in order to recover from the electoral defeat it suffered in the hands of the Labour Party on May 1, 1997. Causes of the Conservatives' electoral defeat; Radical action needed by Conservatives to revitalize the party.

The author presents an open letter to Ed Balls, shadow chancellor of Great Britain's Labour Party, urging him to resign. He argues that Labour leader Ed Miliband would benefit from Balls' absence, and that by resigning Balls would make it possible for Labour to present itself to voters as a party rid of factionalism. He suggests that Balls consider teaching or writing a book during his hiatus from politics.

The author ponders on the status of the International Baccalaureate (IB) Diploma Programme being implemented in Great Britain in 2011. He emphasizes that IB has the capability of preparing students for the future. He also explains the need for British colleges and universities to incorporate IB in their offerings.

The author recommends expansion as the key to regain the quality of education in Great Britain. Britain used to lead the world in the field of higher education and research, according to the author. Public spending on domestic education is criticized. Expansion of universities in other countries is cited as an example of global competition for quality education.

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 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 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.

In this article the author describes events that befell him during a period in late 2007. He describes the furor that surrounded the publication of his biography of former British prime minister Tony Blair. He records the criticism leveled at the book by Ed Balls, an adviser to prime minister Gordon Brown. A trip to Israel to attend a conference is described.

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.