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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.

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 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.

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 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.

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 article discusses the effort of British Prime Minister Tony Blair to encourage state schools to become more independent in 2006. It emphasizes the opposition by local governments and teaching unions to the move. The concerns of the unions over the move are cited. It also states a reason for the low morale and empty spaces among headteachers.

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.