Another interesting missing aspect of much discussion is around what exactly should we be teaching in schools-and who should decide this? The current national standards for headteachers for example, start with the need for heads to 'shape the future' of their schools. A quick google search for shaping the future in education seems to suggest this either means understanding (often dubious) new theories of different types of learner, or changing school environments. But there is little about what even the above standards refer to as 'knowing about local,national and global trends.'
The truth is that disengagement runs deeper than justamong large numbers of students in our schools. Teachers,Headteachers-the system itself one could argue -is disengaged from the world,and the disempowerment engendered by a centralised, top down model only exacerbates this.
What we need is a way of making schools feel they are the key players in 'shaping the future' ,from local trends to global guesses.
Not too fanciful to suggest as well that some fundamental curriculum changes could make a difference to (the national obsession with) behaviour and discipline.

One curriculum change that I firmly believe should be encouraged is the inclusion of (or, if taught, an improvement in) the teaching of the Empire, as drafted by the QCA recently. This period of history is vital to our understanding of domestic societal relations, employment and the economy, and the development of Britain's role in the world. This is a matter that needs a nuanced and sensitive approach - it should not fuel either imperial nostalgia or collective breast-beating. It is simply that this period of history was one of the most important in shaping the Britain we know today and can give a solid foundation to understanding British society and international relations. Further, the subject requires important skills in analysing information and sources that can be used throughout one's education and through to the working environment.

The point made above on the centralised, top-down model is an interesting one. There may be a case for a system of a devolved or flexible curriculum, that allows learning to be adapted to the pupil demographic. Not only could this empower (head)teachers and allow them to take the lead in learning, it can also help to engage those children and parents who are dissatisfied with the current education system.

Would this be something governing bodies could take an interest in? Or are they have too much on their plates already?