All main party leaders should acknowledge the reasons for, and make urgent plans to adequately address, the current crisis in the teaching profession so that teachers are allowed more time and freedom to teach our future generations, rather than spending endless hours on pointless paperwork, worry and illness. I have been a primary school teacher for 13 years but now work as a supply teacher only, having left contracted teaching some five years ago due to stress and illness. The education of young people today is being jeopardised by the unmanageable workload now placed on teachers, much of which consists of pointless paper exercises that seem to serve little or no purpose. There is also a genuine fear of the inspection process which stifles the creativity needed for the best teaching and learning to take place. How can a teacher give of their best and inspire young people when they have no life outside of schoolwork? They have nothing new to bring to the classroom and no energy to excite young minds. It is no wonder that so many newly trained teachers leave the profession so soon, nor that so many retire early. Teachers should be allowed autonomy, without having to constantly provide proof of their expertise. Under such circumstances, recruitment and retention of very good teachers should improve dramatically. Surely, the following article in the Independent would have been signed by far more than 1200 teachers, had the opportunity been available. I know that I would have signed it: http://www.independent.co.uk/news/education/education-news/teaching-profession-headed-for-crisis-as-numbers-continue-to-drop-and-working-lives-become-unbearable-10203085.html Sign this petition if you are a teacher and you agree with the contents of the article in the Independent.

Assessing value for money in sixth-form education, a recent report published found that academies are able to spend an average of £1,598 more per sixth-form student than sixth-form colleges. The report gives two explanations for this. The government provides funding to academies to meet their VAT, insurance and capital costs in full. Sixth-form colleges, on the other hand, must redirect funding away from frontline education to meet these costs: the average sixth-form colleges pays £335,000 per year in VAT alone.

There are on average one child in every classroom who is colour blind. 1 in 12 boys and 1 in 200 girls. Colour blindness is carried through the male gene which is why it affects more males than females. This can have a big effect on pupils when teachers do not know how to recognise this or have alternative teaching methods. i.e. colours of world flags, Chemistry changes to litmus paper, sports (identifying different team kits, markings on sport hall floors). Some children also have difficulty with coloured writing on coloured backgrounds. Younger children often use coloured blocks for counting and subtracting exercises. My son was in a maths lesson and they were using different coloured blocks for counting, but he used the wrong colour. The teacher then said in front of the class that as he was 8 he should know his colours. My son explained he was colour blind,( which he shouldn't have had too as I had already written to the school twice). The teacher then took my son to one side of the classroom, and held up different coloured blocks and asked him what colour they were. This was very embarrassing for my son and not necessary at all. Colour Blind Awareness are currently running a campaign to have all children tested for colour blindness at their first eye test and also to have teachers trained as standard practice so they know how to teach children who are colour blind.

Cuts to the adult skills budget will mean that one million adults will have no access to learning and skills. The learning and skills system includes more than schools and universities. In the next decade there will be 13.5 million job vacancies and only 7 million young people entering the job market. The best way to meet the shortfall is to train people of working age. Skills shortages require greater investment, not cuts. Politicians are concerned about middle class parents and opportunities for their children to access university or apprenticeships and are unconcerned about the 5 million hard-working people on low pay or the unemployed because they have no voice and are less likely to vote. Adult Education caters for the learning needs of a wide range of people, including many from vulnerable or disadvantaged groups. At a time when 730,000 16-24 year-olds are unemployed and 15% of 16-64 year-olds have no qualifications at all, the continuing programme of cuts is a national scandal. Here are some typical experiences of people who have benefited from adult education - “When I left school, there were no jobs. Luckily college gave me a course. I did some English and maths and now I’m doing great on my tiling course.” “I came here from Afghanistan when I was 15. It was hard at first but I’m on track now at college, studying BTEC science – I really want to do a degree in pharmacy.” I had to leave education early when I got pregnant. Health and social care at college is my path to a career in social work and a better life for me and my kids” “I was an engineer in Colombia. I’m now working as a cleaner and studying plumbing and English at college in the evening. I hope to get a good job after my course.” “I retired last year and was at a real loss. I popped into my local college and I’m now taking photography and still-life. I’m meeting new people and learning new skills.” Investment in adult education not only provides a route out of unemployment and an escape from low-paid jobs, it also offers hope and dignity and can unleash talent, ambition and energy which will benefit society as a whole.

If this is a true Labour value it should be adopted across UK Labour.

Everyone needs to understand the value of education, whether they are pupils, parents, politicians or holiday companies. Holiday companies are exploiting parents in the most cynical way, and this needs to stop.

Education on Mental health is vital. To end the stigma and to help children understand and cope if they are suffering with this illness.

The governors and head have been meeting in secret with REAch2 over the past months and have decided to take this community school out of council control and into the private sector without so much as asking the parents for their views. This is not lawful and not in the best interests of the children. Let's tell them that we demand to be heard. Let them make their case to us. Let's not let them dictate that our children's education should be privatised. We would like answers to the following questions: 1) Why was the decision to seek academy status made in secret and without consultation? 2) When was this decision made, by whom, and with what outside influence? 3) What advice has the school received from Local Authority with regards to consultation? 4) At what point in the process where REAch2 selected as the trust? 5) What other trusts have made representations to our school? 6) Why was the decision to select REAch2 made in secret and without consultation? 7) What influence have they had on school policy and communications over the last several months? 8) What communications have the school received from the DfE and the LA on this subject?

Currently 95% of secondary schools offer work experience to students but this excludes the school I am currently attending.Furthermore, work experience seems to be a great way to introduce young people to the world of work before they go out and get their first job

These policies put English speaking families (which are the VAST majority of families in North Wales) at a HUGE disadvantage as it excludes their parents from helping and being involved with them in their learning. Having only just got the basics of a complex language at home children are then faced with learning another VASTLY different language to learn which is then the sole medium in which they are then taught EVERYTHING at school! This leaves them continually playing "catch-up" in EVERY subject. It also hampers them from grasping the complexities of THE lingua franca of the modern world which then leaves them uncompetitive in our global economy.

It is very unfair that ordinary taxpayers contribute an estimated £100m to private schools due to their 'Charitable Status'. These elitist schools educate the children of very wealthy parents, charging exorbitant fees, which is hardly an act of charity! In addition to the £100m that comes from the public purse, many private schools offer fee paying schemes that enable very rich parents of pupils to reduce their own personal tax burden by advanced payment. How can perpetrating tax advantages for the education of the elitist few be considered fair in the 21st century? Education of children is recognised by the United Nations as a right. It is no longer perceived as an act of charity. This may have been different in Britain in the 18th, 19th and early 20th centuries. Now British private schools are highly elitist and their reputations are so well known that they attract many students from abroad. The headmaster of one leading public school has cautioned that private schools must avoid becoming 'isolated enclaves of privilege'. It is difficult to see how this can ever be achieved given their different status from state schools. They do not have to follow the National Curriculum nor are they accountable to Ofsted. There is often a massive physical difference in campus size, enabling them to provide facilities such as golf courses. An example was Eton's 'generosity' in allowing its world class facilities to be used for staging events during the London Olympics 2012. Their advantages are far too many to list! Please include a pledge to end the charitable status of private schools in your party's election manifesto. It may require careful redrafting of the legal meaning of 'charitable status' but I believe this would make the term worthier of its name. As well as regaining £100m in tax, it would make a huge difference to people's perception of your party's commitment to equality of opportunity for all.

Justice for Shahzad and Shama On 4th November 2014, a Christian couple Shahzad Masih (26 yrs) and Shama Bibi (24 yrs) were beaten, tortured and burned alive in the fiery furnace of a brick kiln -while those baying for their blood screamed praises to Allah. The incident occurred after Muslim accusers led by Muslim landowner Yousaf Gujjar alleged Shama had burnt the Koran. He then sent men to three mosques in neighbouring towns, while he tried to coerce money out of the couple who he had locked in a room on his land. Eventually in response to local Mosques preaching hatred over their loud speakers, a mob of over 300 Muslims gathered outside the locked room. They climbed the roof of the building and entered through the straw roof. They then beat the couple with sharp and hard implements, stripped them naked while they goaded them and finally burnt then alive in the kiln - when they could no longer stand due to their fractured bones. Until Pakistan reforms their ways more Christians and other minorities will meet a similar fate. This is not acceptable in the 21st Century or any other century. Petition by Wilson Chowdhry of the British Pakistani Christian Association Read more here: http://www.britishpakistanichristians.co.uk/blog/christian-couple-burnt-alive-in-brick-kiln-after-alleged-blasphemy The BPCA have initiated a benevolent fund for the family of Shahzad and Shama, if you would like to contribute, please follow this link: http://www.britishpakistanichristians.co.uk/blog/protest-in-kasur-on-9th-november If you are in the UK please join our protest outside 10 Downing Street, from 11am on Saturday 22nd November 2014. http://www.britishpakistanichristians.co.uk/blog/evangelical-christians-call-on-westminster-to-take-action-against-pakistan-for-summary-execution-of-