Government spending on education will fall by more than 13 percent over the next four years, according to respected think tank Institute for Fiscal Studies (IFS). At the same time, billions extra will be spent on foreign aid, wars, and EU payments.
According to the IFS, the education budget cuts will be the biggest since the 1950s, with school and college building projects facing the brunt of the cutbacks. The IFS said that funding for educational building projects would drop by 50 percent during the next four years.
Higher education would lose about 40 percent of its spending as well but universities “would claw back some money due to the increased tuition fees introduced by the coalition government,” the IFS said.
“In schools, those with students from affluent backgrounds would see drastic funding cuts although schools with more deprived students would have their funding protected due to the introduction of the pupil premium,” the IFS ominously added.
In reality this means that the Third World immigrant-dominated inner city schools (which mysteriously, are always somehow “deprived”) will not have their funding cut, while schools in whiter and therefore “less deprived” areas will.
At the same time, the Coalition government has announced budget increases for International Aid (set to increase to well over £11 billion and payments to the EU of £8 billion.
The defence budget is currently set at £37 billion, but this does not include the costs of the wars in Afghanistan and Libya, which are drawn out of the additional £125 billion “other” fund which the government uses to meet “unexpected” expenses.
At the same time, the annual government deficit increases by around £170 billion more each year.
Last year, the Coalition government announced university budget cuts in England of £449 million, which led to a reduction of 6,000 university places.
At the same time, the government cut teaching budgets by £215 million, froze research funding and reduced the buildings budget by 15 percent.
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A lot of money can be saved on education but axing ‘diversity and equality’ and all the other complete and utter Marxist, feminist and sodomite claptrap that goes with it.
The they could introduce some organisation by getting rid of ‘managers’.
Class-room assistants would not be needed if you could belt the children when they are naughty.
Sex education (pornography-training) needs to go.
And what about computers? Well we made do on chalk!
Schools should not be seen as extensions of the Labour Belt but should re-join the Bible Belt!
I think children would function better if tbhey were taught from an early age to care first and foremost about their family and their people. You do this through putting an end to the current trend for giving women an education intended to take them away from the home and into a world of work where childbearing is seen as low priority.
Often the few children these women have are put in the care of strangers a few months after birth, this means that these children have a weaker attachment to their families than is necessary for a well rounded individual.
Children would do best without organised education for the most part. Small village schools would do best of the kind present before and shortly after industrialisation with larger schools for the intellectually gifted.
The bulk of people should work in their local towns to grow the food, make the clothes and sustain their local community as they once did. This would firmly place the loyalty of the masses within their local racially homogenous comunities and the more gifted would be taught that their first duty was to use their gifts to serve the national community.
The current system serves the opposite purpose of all of this and should be largely dismantled. Universal education is a Marxist invention, good for brainwashing and nothing but.
Some money could be saved by abolishing B.Ed degrees and teacher training colleges. Graduates who want to be teachers should be obliged to undergo a psychological test to ensure aptitude, and would then learn the job on the job, working in schools as classroom assistants and, later, as assistant teachers. On satisfactory completion of training in at least two schools over a period of two years they would be granted a certificate of competence and could then be let loose.