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Apprenticeships are widely seen as key to rebalancing the economy and tackling youth unemployment, but over many years successive governments have failed to engage sufficient interest from employers to meet demand.

Since the 1980s, the use of accountability regimes has grown significantly worldwide. Theoretically, accountability could be one way to make up for the lack of extrinsic incentives to improve outcomes among schools by using carrots and sticks.

In England, Wales and Northern Ireland, all state schools must have a governing body, consisting (depending on the type and size of school) of specified numbers of various categories of governors – including parents, staff members, local authority representatives, members of the local community, and of any sponsor involved.

One of the most hotly debated topics in education today concerns the gradual decline of traditional teaching methods, such as lecturing, in favour of more pupil-centred methods, which focus more on group work/discussion.

The question about whether increased school resources have positive effects on children’s attainment is one of the most debated in both education policy circles and the academic community. Yet it is a very difficult question to study. Simple correlations between resources and attainment are likely to be biased, but the direction of the bias is not clear-cut.