I taught for 17 years in an inner city comprehensive schools.

Headteachers and governing bodies run schools and that won't change.

I was head of the Sixth Form Centre when I left the school.

If bringing up the next generation is important, why aren't they the best qualified, the best paid? Why aren't we as concerned about their career progression as we are about those who work in the education or health services?

In the 21st century when few of us stay in the same job all our lives, I would like to think there was flexibility so teachers could become social workers, or foster carers become teachers.

Before this government came to power, many failing schools were simply allowed to drift on in a pattern of continuing failure. The government is determined to break that pattern and is successfully doing so.

By creating useful job descriptions and making clear what qualifications should be expected, the Department aims to help improve schools' ability to recruit the right people.

What politicians want to create is irreversible change because when you leave office someone changes it back again.

We do recognise the need to move towards the publication of information showing the progress made by pupils from one stage of their education to another.

I want to give producers more financial security.

If we can modernise the workforce, make them better qualified, have this framework of qualifications, then I think they have a very good case for more money.

My Department has already recognised this and has been working specifically on the technical support issue since January and will offer advice to schools during the Autumn term.

Where the private sector, or anyone else, has skills, knowledge and resources that can help to deliver a high quality of education and to raise standards, we should use them.

You have got to attract the brightest and the best, but the brightest and best won't stay unless they see real career options.

My focus and that of all members of the Government responsible for delivering services to the public is to make sure that the public sector can use all the skills it needs to do the job the public wants it to do.

I taught for 17 years in an inner city comprehensive schools.

However, the Government has made it clear that we do not encourage the recruitment of teachers from developing nations where there may be an adverse effect on the economy.

I think film is a very powerful advocate and message carrier.

I am confident that the vast majority of teachers will work with us towards achieving that goal.

This government has always said increasing pay is something for something.

There is a shortage of teachers but the January 2001 schools census showed that teacher numbers were at their highest level than at any time since 1984 - and 11,000 higher than 1997.

I do recognise that, where recruitment difficulties persist, teachers can be put under great pressure.

There is nothing wrong with becoming more ambitious along the way, but I think what the government has asked the council to do is a perfectly good starting point.

I know there are things I did in education that will never be reversed. I have not done that in film yet because I have only been here for about nine months.

It is a very unusual sector and the one thing I would ask of them is to understand that for most of them one-third of their films are being financed by the taxpayer and that carries huge accountability and responsibility.

The need for improved technical support in schools has expanded as the Government and schools have increased their investment in information and communications technologies.

At different times I taught humanities, social sciences and pre-vocational education.

If you invent the Mini Cooper, pour all your energy and passion into it and it gets made, you should be on a roll. In the film industry you have to start again the next day.

OFSTED has made large cuts in the paperwork which schools are asked to provide and further steps to reduce the bureaucratic burden will be introduced in September.

Jails and prisons are the complement of schools; so many less as you have of the latter, so many more must you have of the former.

Headteachers and governing bodies run schools and that won't change.

We don't focus as much in schools on educational knowledge which requires thinking and application, as we do on acquiring facts.

Schools that are to cater for the whole population must offer courses that are as rich and varied as are the needs and abilities of the children who enter them.

We really think it is a good thing for scientists to spend a little bit of their time either in the community or in schools or helping to train high school teachers.

Schools are successful only insofar as they reduce the dependence of a child's opportunities upon his social origins.

Sex education may be a good idea in the schools, but I don't believe the kids should be given homework.

At a moderate calculation, among a million of persons inhabiting the metropolis, there are, at least, twenty-five thousand children who attend these schools, and cost their parents as many pounds sterling, per annum.

I do not see any reason why they should not be given the means to give their teachers just as high an education as is secured by attendance at the Protestant schools.

And lastly, the political revolutions from 1911 to the present time have done more to bring about tremendous social changes everywhere than even the economic and industrial changes and the new schools.

I went to the local schools, the local state primary school, and then to the local grammar school. A secondary school, which technically was an independent school, it was not part of the state educational system.

Lesbianism is so rampant in some of the schools in southeast Oklahoma that they'll only let one girl go to the bathroom. Now think about it. Think about that issue. How is it that that's happened to us?

Universal suffrage should rest upon universal education. To this end, liberal and permanent provision should be made for the support of free schools by the State governments, and, if need be, supplemented by legitimate aid from national authority.

Good schools, good jobs, good government. These are not unreasonable demands. But sadly, some of our people have already lost heart and have left Hawaii to look for these things elsewhere.

Scientists at MIT and engineering schools all across America say that they could improve the fuel economy standards for the existing set of vehicles by 10 miles per gallon using existing technology, without compromising safety or comfort at all.

If we had in this room a hundred teachers, good teachers from good schools, and asked them to define the word education, there would be very little general agreement.

Catholic schools in our Nation's education have been paramount in teaching the values that we as parents seek to instill in our children.

Despite the amazing diversity we're blessed with in this country, schools are still in large part segregated because of economic disparity. Sports are one of the few areas where kids are really given the opportunity to interact with those of different races and religions.

Some go on to trade schools or get further training for jobs they are interested in. Some go into the arts, some are craftsmen, some take a little time out to travel, and some start their own businesses. But our graduates find and work at what they want to do.

In traditional schools, you're penalized for making a mistake. But that won't work in the new information culture, in the digital world we live in today.