|
| Â You are in:Â Education: Specials: unions99 Â | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Class size drive 'a stunt'
NUT delegates claim classes are getting bigger
By Sean Coughlan in Brighton
Teachers have criticised the government's drive to cut class sizes as a publicity stunt. Delegates at the National Union of Teachers' annual conference in Brighton claimed the government had failed to invest enough money in education and that the problem of over-crowding was getting worse, rather than better. Any claims that the government had no more money to give were disproved by the spending on cruise missiles being used against Serbia, Ron Haycock from Waltham Forest, east London, told the conference.
Stuart Bellaby from Merton, south-west London, claimed that there are now 1.4 million pupils in over-sized classes, compared to 1.3 million last year. Attacking the government's "inadequate" expenditure on education, he called for a maximum upper limit of 30 pupils for all classes.
If the government was serious about cutting class sizes, it would need to invest in a "massive programme of spending on new school buildings" and the recruitment of new teachers, Mr Haycock told delegates. The attack on the government over class sizes did not go to a vote, as a lack of time curtailed the debate. |
Internet links:
The BBC is not responsible for the content of external internet sites Top unions99 stories now:
Links to more unions99 stories are at the foot of the page.
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Links to more unions99 stories |
![]() |
|
|||
| ----------------------------------------------------------------------------------
To BBC Sport>> | To BBC Weather>> | To BBC World Service>> ---------------------------------------------------------------------------------- © MMIII | News Sources | Privacy |